I don't think that teacher really understood the methodology of what she was trying to do. Teachers are now taught that the old models of teaching, "rote memorization" and "lecture" which are teacher-centric and focus on teaching rather than learning, are less desirable than student-centric approaches, which focuses on the students and relies on the teacher being there for motivation, focus and guidance.

While there are merits to both approaches, there are also serious drawbacks. In reality, good teachers have to adapt to the classes they are given, as every group of people has its own dynamic, preferred learning style, etc.

"I'm a science teacher, not a logic teacher."

I've seen this attitude too often. Yes, it makes it easier for teachers to break things up into narrow subjects, but it doesn't help students. Instead, it gives students the idea that these things are unrelated when in fact many of them overlap in numerous instances. For example, a molecular chemist needs to know how to write so that other molecular chemists or scientists of other specializations can understand the work so that it may be used or experimented with.

Anyway, breaking things down is fine, but I don't see a whole lot of instruction on how to put things together, which is not fine.