To that end, I try to be more facilitator than teacher. This is easier said than done in education systems in which teacher and students must comply with standards and student learning outcomes established by the federal government, state, city, or university. In higher education, time and credit constraints are also in play, and it is a challenge to dedicate resources to activities and lessons that subordinate teaching to learning, bur this principle is foundational to my teaching.

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The incredible diversity in content, context, age group, learning goals and instructional techniques and materials apparent in the chapters have made it difficult to synthesize precisely the criteria successful teacher pioneers use to design their learning environments. One theme echoed loudly throughout: the subordination of teaching to learning. Consequently, we present here a rubric for designing and assessing the quality of instruction based upon the work of Caleb Gattegno, and illustrated by cases from the book.

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