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?
Lecturing has always been the most accustomed/common way of teaching, while discussion and projects on classes are also widely-used education method. From my personal point of view, the later one clearly has better effect, which can be supported by the following aspects.
To begin with, involving discussions and projects in courses can improve students’ grade. Applying this teaching form, Students are given opportunities to show their understanding about the knowledge. Therefore, teachers can be aware of every students’ mastery about the class content. On the basis of this, teachers can alter the courses arrangement to help solve the problems that the students have encountered in their study. Consequently, as difficulties and barriers are broke through, students’ grades will elevate a lot. However, giving lecture cannot make the teachers receive accurate feedback from the students, some problems can be overlooked and result in decreasing on students’ grades. In a math class, when teacher ask students to discuss about how to calculate the square of triangle, she may soon finds out that most of the students forget to divide the value by 2 at the end of the calculation. In this situation, she can include more calculation in the class as exercise. Therefore, during the exams, students will not lose scores on this point any more.
Besides, actively discussing issues with peers can help students to cope with different opinions and learn from classmates. We all know that everyone has their strength and weakness. When students are doing discussions and projects, they can learn about others merits and be motivated to appreciate, value and even embrace opinions. In this way, all of the students can improve themselves. Nevertheless, in the lecturing mode, every students just care about the teachers’ words and their own notes, nobody will think about learning from others. Consider about a geography class, when doing discussions about water flow in the ocean, Tom discovers from Mike’s opinion that his way of memorizing the location of continents and oceans is wonderful, so he quickly practices it himself. At another time, while finishing a projects about the South America’s jungles, Mike finds Jane’s method of connecting the climate in jungles to their vegetation condition can reveal a lot of valuable things, so he immediately apply this measurement to the agriculture of South America and receive a creative consequence. Hence, Mike and Tom both learn a lot of abilities from discussions and projects.
To summarize, discussion and projects on classes can improve students’ grades and promote themselves, which makes it an excellent choice for teachers.
Grammar and spelling errors:
Line 5, column 342, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'courses'' or 'course's'?
Suggestion: courses'; course's
...e basis of this, teachers can alter the courses arrangement to help solve the problems ...
^^^^^^^
Line 9, column 347, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...and even embrace opinions. In this way, all of the students can improve themselves. Nevert...
^^^^^^^^^^
Line 9, column 826, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a project' or simply 'projects'?
Suggestion: a project; projects
...mself. At another time, while finishing a projects about the South America's jungles,...
^^^^^^^^^^
Line 9, column 1029, Rule ID: HE_VERB_AGR[3]
Message: The pronoun 'he' must be used with a third-person verb: 'applies'.
Suggestion: applies
...t of valuable things, so he immediately apply this measurement to the agriculture of ...
^^^^^
Transition Words or Phrases used:
also, besides, consequently, hence, however, if, look, may, nevertheless, so, therefore, while, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 28.0 43.0788530466 65% => OK
Preposition: 65.0 52.1666666667 125% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2321.0 1977.66487455 117% => OK
No of words: 423.0 407.700716846 104% => OK
Chars per words: 5.48699763593 4.8611393121 113% => OK
Fourth root words length: 4.53508145475 4.48103885553 101% => OK
Word Length SD: 3.06063407746 2.67179642975 115% => OK
Unique words: 238.0 212.727598566 112% => OK
Unique words percentage: 0.562647754137 0.524837075471 107% => OK
syllable_count: 695.7 618.680645161 112% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 65.3606150522 48.9658058833 133% => OK
Chars per sentence: 116.05 100.406767564 116% => OK
Words per sentence: 21.15 20.6045352989 103% => OK
Discourse Markers: 5.45 5.45110844103 100% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.24541690717 0.236089414692 104% => OK
Sentence topic coherence: 0.0855410952913 0.076458572812 112% => OK
Sentence topic coherence SD: 0.0563320043574 0.0737576698707 76% => OK
Paragraph topic coherence: 0.152180689246 0.150856017488 101% => OK
Paragraph topic coherence SD: 0.0612822541568 0.0645574589148 95% => OK
Essay readability:
automated_readability_index: 15.0 11.7677419355 127% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 14.56 10.9000537634 134% => OK
dale_chall_readability_score: 9.12 8.01818996416 114% => OK
difficult_words: 119.0 86.8835125448 137% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 9.0 10.247311828 88% => 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: 86.6666666667 out of 100
Scores by essay e-grader: 26.0 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.