A consequence of this assumption is the “waiting-it-out” attitude students may develop when there is no sense of collaboration or anything to draw them into the learning process. Students feel discouraged and invest minimal attention and involvement. 


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This assumption arises from the common idea that the purpose of education is simply to transmit society’s knowledge and culture from one generation to the next. This assumption also leads to more lecture based classrooms where the teacher has control which undercuts the students’ development of cognitive management skills; such as goal-setting, strategic planning, monitoring, evaluating, and revising- capabilities that are crucial for effective learning, 


2nd Assumption: Learners are passive receivers of wisdom- vessels into which knowledge is poured.

Berryman, Sue E., Designing Effective Learning Environments: Cognitive Apprenticeship Models, Colombia University, New York Institute on Education and the Economy, September 1991.
https://files.eric.ed.gov/fulltext/ED337689.pdf 

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