Educators should find out what students want included in the curriculum and then offer it to them
Students are at a stage where their minds are ready to be molded. They seek answers to questions that may have never been asked before and want to broaden their horizons to capture what they observe around them. With this sort of environment, it would be hardly sensible for educators to have a set curriculum that doesn’t cater towards the needs and wants of the students seeking the information.
Students, both at the high school and collegiate level, experience long hours, exhaustion and stress, but they overcome all of it because the struggle is for a greater purpose: to pursue something they love and something that intrigues them. In order to keep the momentum going, it is crucial that educators are able to provide the students with what they seek: engaging content. Content that the students want to learn and explore in order to make headway in the field that they are interested in. We’ve all had teachers that could harp on about one thing or another while just reading off of their slides, and yet we find that these are not the teachers that leave an impact on their students. It’s the teachers who were able to stimulate an interest in their subject, foment the students to ask for more and generate a previously lacking attraction to the topic.
Inclusion of material that students want in the curriculum also ensures that the students are prepared for the broader applications that they intended to address while signing up for the class. They might have signed up for the design class because they thought the content would make their transition to a job in medical device development slightly easier by preparing them with the background knowledge needed for the task. Ensuring that what the students want out of the class is what they get should be an essential step when designing a curriculum.
It is quite possible that students are not entirely clear on what they want out of a specific class. They might have taken it for no apparently solid reason, thereby rendering the educators attempt at understanding their needs a futile task. In cases like that, having a set curriculum might be viewed as the optimal solution to allow students to at least get exposure to the subject. This, however, limits the flexibility that the students can have with their education and the choices they make.
Taking students’ needs into account when designing a curriculum can provide students with the skills and exposure they seek. It can also engage the students in a learning environment where they feel like their interests are what lie at the core of the curriculum. After all, school isn’t a construct meant to bog students down. Rather, it’s a way to provide students with the expertise and knowledge they need and want.
Transition Words or Phrases used:
also, apparently, but, however, if, may, so, while, after all, at least, sort of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 53.0 33.0505617978 160% => Less pronouns wanted
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2316.0 2235.4752809 104% => OK
No of words: 468.0 442.535393258 106% => OK
Chars per words: 4.94871794872 5.05705443957 98% => OK
Fourth root words length: 4.65116196802 4.55969084622 102% => OK
Word Length SD: 2.56964145343 2.79657885939 92% => OK
Unique words: 234.0 215.323595506 109% => OK
Unique words percentage: 0.5 0.4932671777 101% => OK
syllable_count: 695.7 704.065955056 99% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 0.0 4.99550561798 0% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 48.2398784469 60.3974514979 80% => OK
Chars per sentence: 121.894736842 118.986275619 102% => OK
Words per sentence: 24.6315789474 23.4991977007 105% => OK
Discourse Markers: 4.21052631579 5.21951772744 81% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.250518027486 0.243740707755 103% => OK
Sentence topic coherence: 0.0979195531066 0.0831039109588 118% => OK
Sentence topic coherence SD: 0.0694441399438 0.0758088955206 92% => OK
Paragraph topic coherence: 0.163533915558 0.150359130593 109% => OK
Paragraph topic coherence SD: 0.0293615074795 0.0667264976115 44% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 14.2 14.1392134831 100% => OK
flesch_reading_ease: 55.58 48.8420337079 114% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 11.73 12.1639044944 96% => OK
dale_chall_readability_score: 8.47 8.38706741573 101% => OK
difficult_words: 108.0 100.480337079 107% => OK
linsear_write_formula: 13.5 11.8971910112 113% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 70.83 out of 100
Scores by essay e-grader: 4.25 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.