One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they do not fully appreciate the role of questions in teaching content. Consequently, they assume that answers can be taught separate from questions.
What do a middle school teacher in a challenging Atlanta public school and a Ph.D graduate student teaching undergraduate physics students at Harvard College have in common? They're both working too hard. We've heard from both of them and from many other educators that they wind up doing too much thinking for their students.
The Right Question Institute is a non-profit organization in Cambridge, MA focusing on education, healthcare, parent involvement, voter engagement and microdemocracy.