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Explore Episode 8: Why “Good” Teaching Can Still Create Dependent Learners | EducationInContext with 1,829 views, 141 likes, and 2 comments. Experience the impact of this video content that has captured audience attention.

✊🏾 DONATE Today: https://gofund.me/4d66ce707 💻 LEARN about the Mission & Vision: https://educationincontext.org 📲 FOLLOW on Social Media + Receive Episode Updates: https://linktr.ee/Educationincontext 📚 READ recent EducationInContext Articles: https://substack.com/@educationincontext 🗣️JOIN CONVERSATION on QUORA: educationincontextlarrynel.quora.com What if some of the practices we call “good teaching” are actually preventing students from becoming independent thinkers? In the season 1 finale of EducationInContext, educator, consultant, and author Zaretta Hammond joins the conversation to examine learning power, cognitive redlining, culturally responsive teaching, student agency, and the difference between helping students learn and simply teaching them to comply. Hammond challenges a fundamental assumption about education: that successfully getting students through a lesson necessarily means we've helped them become stronger learners. Instead, she argues that students need opportunities to develop the cognitive “muscles” required to process information, connect new learning to background knowledge, grapple with confusion, recognize errors, problem-solve, and ultimately carry more of the cognitive load themselves. The conversation examines cognitive redlining, the systemic underdevelopment of students' capacity to reason, process, and problem-solve, and asks how seemingly supportive practices such as over-scaffolding can unintentionally create greater dependence. Hammond also pushes against deficit narratives about Black and Brown students. The conversation highlights the intellectual traditions, collective learning practices, cultural knowledge, resilience, and problem-solving capacity marginalized communities already possess and asks schools to build upon those assets rather than treating students as intellectually deficient. Ultimately, this conversation asks educators to reconsider the purpose of teaching itself. Are we preparing students to successfully complete today's assignment—or developing thinkers capable of navigating a world we cannot yet predict? Featuring Zaretta Hammond, author of Culturally Responsive Teaching and the Brain and Rebuilding Students' Learning Power. #ZarettaHammond #CulturallyResponsiveTeaching #Education #BlackEducation #StudentAgency Disclaimer: The views expressed on EducationInContext reflect critical analysis, lived experience, and scholarly dialogue intended to deepen understanding of education, equity, and anti-Blackness. They do not represent the official positions of any school, district, or organization. Content is shared to invite reflection, dialogue, and collective learning.

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