Read the piece on web.archive.org ↗
Every claim below was made in this piece, quoted word for word and numbered in the order the piece makes them, so you can read it there rather than take our word for it. The sentence above each quote is our reading of the claim, not their wording. Each quote was checked against a stored copy of the page at build time; where the two differ, the quote is the fact.
Our reading
Instructors should focus on making students smarter rather than proving their own expertise.
Their wordsMost of the time students don't CARE how smart you are. They come in assuming that you're supposed to be here, so stop trying to prove how smart you are and get on with helping them get smarter.
Our reading
Effective teaching involves designing interactive situations rather than just delivering content.
Their wordsOf course this means you, as the instructor, have to design and enable situations that cause things to happen. Exercises, labs, debates, discussions, heavy interaction. In other words, things that THEY do, not things that YOU do (except that you create the scenarios).
Their wordsThat the instructor or author is simply proving their own technical prowess (in what we believe is a misguided attempt to help you), but at your expense.
Keep reading
The other pieces are the ones whose claims are worded most like this one's. That measures language, not agreement: they may argue the opposite.