High school teachers (teachers of students ages 14-18) spend most of class time lecturing (speaking) while the students listen and take notes. Other high school
teachers spend most of class time on discussion and projects that students are highly involved in and exchange their ideas. Which of these two approaches
do you think is more effective for student learning and why?
During past decades, education system has been developing at a galloping pace all around the world. Many teachers try to do their best when they are teaching their students. The controversial question which arises here is that whether teachers should give lectures to their students or try to bring them in discussions and make them do projects. Although it seems easier and faster for teachers to give lectures, I personally believe that spending most of class time on discussions and projects is more beneficial for students. And I have a myriad of reasons two of which will be illuminated in the following.
The first vital point to bear in mind is that in this way students can have more concentration on the discussion so their learning ability will increase. First, they are encouraged to involve discussions and will try to strengthen their brains in a way in order to be able to look at a same topic from different aspects. In addition, by involving in discussions in the classroom students are more conscious about what is in progress in the class so they learn a lot more about the topic. On the other hand, when they are taking notes they might lose many key points of the lecture so they cannot learn the details as well. When I was at university, I remember that I had a young teacher whose teaching manner was incredible. Although the topic was really challenging for all student, he taught it during exciting discussions and each time that he wrapped his discussion in to a conclusion I used to be surprised that he could teach so simply. Had not he taught so nice, I would have filed that course.
The second noteworthy point is that by doing projects, the students can gather a lot of experiences in the topic. Initially, students might forget theoretical materials so sooner while they can remember what they have learnt by experiencing for a longer time because that part of the brain and memory which is related to doing or watching something is more and more times stronger than that parts related to hearing or writing topics. A study was conducted recently on a group of students in two phases. In the first phase they were given a lecture for thirty minutes and in the second phase they watched the phases of a related project again in thirty minutes. After ten days most of them could remember most of the details of the phases of the project but they could hardly recall the main parts of the lecture. Furthermore, experiencing the topics increases their efficacy for they can learn more tangible ideas. Also, in this way they are led to discover new methods of doing different things or finding new ideas. That helps them be more creative.
To bring everything in conclusion, I believe that teachers who involve students in discussions and teach them during discussions can teach their students more topics with more quality and stability. It is highly recommended especially for younger teachers to stop giving lectures to their students and change their way of teaching.
Grammar and spelling errors:
Line 1, column 450, Rule ID: MOST_SOME_OF_NNS[1]
Message: After 'most of', you should use 'the' ('most of the class') or simply say ''most class''.
Suggestion: most of the class; most class
...res, I personally believe that spending most of class time on discussions and projects is mor...
^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, if, look, really, second, so, then, well, while, in addition, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 15.1003584229 152% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 17.0 13.8261648746 123% => OK
Relative clauses : 20.0 11.0286738351 181% => OK
Pronoun: 57.0 43.0788530466 132% => Less pronouns wanted
Preposition: 72.0 52.1666666667 138% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2488.0 1977.66487455 126% => OK
No of words: 518.0 407.700716846 127% => OK
Chars per words: 4.80308880309 4.8611393121 99% => OK
Fourth root words length: 4.77070365392 4.48103885553 106% => OK
Word Length SD: 2.63815714817 2.67179642975 99% => OK
Unique words: 236.0 212.727598566 111% => OK
Unique words percentage: 0.455598455598 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 749.7 618.680645161 121% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 61.8237464073 48.9658058833 126% => OK
Chars per sentence: 113.090909091 100.406767564 113% => OK
Words per sentence: 23.5454545455 20.6045352989 114% => OK
Discourse Markers: 5.68181818182 5.45110844103 104% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 10.0 4.88709677419 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.235792441249 0.236089414692 100% => OK
Sentence topic coherence: 0.0675217689671 0.076458572812 88% => OK
Sentence topic coherence SD: 0.062932016485 0.0737576698707 85% => OK
Paragraph topic coherence: 0.166558570597 0.150856017488 110% => OK
Paragraph topic coherence SD: 0.055114141492 0.0645574589148 85% => OK
Essay readability:
automated_readability_index: 13.0 11.7677419355 110% => OK
flesch_reading_ease: 65.05 58.1214874552 112% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 10.86 10.9000537634 100% => OK
dale_chall_readability_score: 7.86 8.01818996416 98% => OK
difficult_words: 101.0 86.8835125448 116% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
---------------------
Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
---------------------
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.