The fallacy your professor is referring to is that you wrote down a statement that is false (even in its context).
The induction step is always to prove something of the form:
For any natural number $n$, if $P(n)$ is true, then $P(n+1)$ is true.
where $P$ is the property that you want to prove about every natural number.
You start by proving that $0$ satisfies $P$. That's fine.
But in the induction step, you are given some (unknown) natural number $n$ and you are given the fact that $n$ satisfies $P$. So while proving the induction step all you can use is $P(n)$. You must not claim $P(n+1)$ until you have proven it. It would have been okay if you had said:
Given $n \in \mathbb{N}$ such that $\sum\limits_{k=1}^n k(k+1) = \frac{n(n+1)(n+2)}{3}$, we want to prove $\sum\limits_{k=1}^{n+1} k(k+1) = \frac{(n+1)(n+2)(n+3)}{3}$, which would be equivalent to $\frac{n(n+1)(n+2)}{3} + (n+1)(n+2) = \frac{(n+1)(n+2)(n+3)}{3}$, which is true because...
This is how we can break down the task of proving the induction step, and is called a top-down approach, but you must be careful to distinguish between what you are given or have proven and what you have not proven.
However, your professor is wrong if he/she said you should only work from one side, since in more complicated problems it is usually the easiest to work from both sides and meet in the middle. This is a simple but useful technique especially if combined with the concept of 'reducing' both sides in some manner to similar form. He/she might be purposely over-simplifying the issue, though, since easy induction problems all involve proving an equality/inequality that can be done from one side to the other. Hard problems can be impossible to humanly solve without manipulating multiple pieces at the same time.