Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Some people believe that educators should only teach facts after students have studied its regarding ideas and concepts beforehand. They think that it is more efficient to study on their own before getting lectures. However, I mostly disagree to these peoples’ idea and think that educators should first teach their students about the background knowledge about the fact for three reasons.
First of all, ideas, concepts, why and how such things were developed are more important than a mere fact about a subject. Indeed, it is easier to simply memorize facts about something than completely understanding its surrounding background knowledge. For instance, when one study history, it is comparatively easy to remember the events’ occurred year. A student can remember that the World War 2 began in 1939 but knowing the covered details about the tensions going between countries is another matter. It is hard to study those by abridged textbooks, but the teachers can explain the details and background knowledge which he or she knows. Facts can be studied alone without help of educators, but the purpose of educators is to teach students about its surrounding comprehensive knowledge.
Second of all, it is more efficient to be taught by the teacher than to study something alone. For instance, even for a subject which requires logical thinking rather than memorization, mathematics, needs demonstration and explanation of proofs and practice problems for a student to fully understand certain theorem(fact) or concept. A student trying to figure out a proof from bottom has to spend a vast amount of time which can be an obstacle in progressing. If the student has other subjects to study, and he or she is not majored in math, then it would be a waste of time to follow those practices alone. Therefore, teachers’ explanation of examples before the student tries to solve practice problems can be more efficient and productive.
Third of all, a student can have fixated a misunderstanding of an idea and concept if one studies alone. This can be problematic when they are being taught after having some wrong conception because it is difficult to change the existing understanding of a subject. Furthermore, students can have stereotypes which can alter an understanding of teacher’s explanation.
To conclude, it is difficult to decide whether students should study ideas, trends and concepts first before being taught or study the way other. Some argue that studying alone beforehand can help the understanding and increase the efficiency. However, I still believe that educators should first explain about the knowledge and then students study about it because it is more beneficent by making students to acquire a better understanding of a knowledge and be more efficient.
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| 2024-01-28 | mei_unavailable | 83 | view |
| 2023-06-17 | kayli.vesel@gmail.com | 62 | view |
| 2022-08-24 | Sumilak | 66 | view |
| 2022-08-18 | anon7652 | 58 | view |
| 2021-10-02 | bislam | 41 | view |
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Comments
e-rater score report
Attribute Value Ideal
Final score: 3.5 out of 6
Category: Satisfactory Excellent
No. of Grammatical Errors: 4 2
No. of Spelling Errors: 1 2
No. of Sentences: 20 15
No. of Words: 448 350
No. of Characters: 2284 1500
No. of Different Words: 209 200
Fourth Root of Number of Words: 4.601 4.7
Average Word Length: 5.098 4.6
Word Length SD: 2.828 2.4
No. of Words greater than 5 chars: 167 100
No. of Words greater than 6 chars: 135 80
No. of Words greater than 7 chars: 94 40
No. of Words greater than 8 chars: 59 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 22.4 21.0
Sentence Length SD: 6.367 7.5
Use of Discourse Markers (%): 0.75 0.12
Sentence-Text Coherence: 0.338 0.35
Sentence-Para Coherence: 0.544 0.50
Sentence-Sentence Coherence: 0.086 0.07
Number of Paragraphs: 5 5
Transition Words or Phrases used:
but, first, furthermore, however, if, regarding, second, so, still, then, therefore, third, as to, for instance, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.6327345309 117% => OK
Auxiliary verbs: 15.0 12.9520958084 116% => OK
Conjunction : 20.0 11.1786427146 179% => OK
Relative clauses : 12.0 13.6137724551 88% => OK
Pronoun: 33.0 28.8173652695 115% => OK
Preposition: 56.0 55.5748502994 101% => OK
Nominalization: 8.0 16.3942115768 49% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2346.0 2260.96107784 104% => OK
No of words: 448.0 441.139720559 102% => OK
Chars per words: 5.23660714286 5.12650576532 102% => OK
Fourth root words length: 4.60065326758 4.56307096286 101% => OK
Word Length SD: 2.94117496999 2.78398813304 106% => OK
Unique words: 213.0 204.123752495 104% => OK
Unique words percentage: 0.475446428571 0.468620217663 101% => OK
syllable_count: 714.6 705.55239521 101% => OK
avg_syllables_per_word: 1.6 1.59920159681 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 4.96107784431 181% => OK
Article: 3.0 8.76447105788 34% => OK
Subordination: 2.0 2.70958083832 74% => OK
Conjunction: 3.0 1.67365269461 179% => OK
Preposition: 1.0 4.22255489022 24% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 20.0 19.7664670659 101% => OK
Sentence length: 22.0 22.8473053892 96% => OK
Sentence length SD: 40.0594558126 57.8364921388 69% => OK
Chars per sentence: 117.3 119.503703932 98% => OK
Words per sentence: 22.4 23.324526521 96% => OK
Discourse Markers: 6.25 5.70786347227 109% => OK
Paragraphs: 5.0 5.15768463074 97% => OK
Language errors: 0.0 5.25449101796 0% => OK
Sentences with positive sentiment : 10.0 8.20758483034 122% => OK
Sentences with negative sentiment : 8.0 6.88822355289 116% => OK
Sentences with neutral sentiment: 2.0 4.67664670659 43% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.253870513274 0.218282227539 116% => OK
Sentence topic coherence: 0.0874102922492 0.0743258471296 118% => OK
Sentence topic coherence SD: 0.0698295672661 0.0701772020484 100% => OK
Paragraph topic coherence: 0.161609279266 0.128457276422 126% => OK
Paragraph topic coherence SD: 0.0681095569185 0.0628817314937 108% => OK
Essay readability:
automated_readability_index: 14.5 14.3799401198 101% => OK
flesch_reading_ease: 49.15 48.3550499002 102% => OK
smog_index: 8.8 7.1628742515 123% => OK
flesch_kincaid_grade: 11.9 12.197005988 98% => OK
coleman_liau_index: 13.41 12.5979740519 106% => OK
dale_chall_readability_score: 7.9 8.32208582834 95% => OK
difficult_words: 90.0 98.500998004 91% => OK
linsear_write_formula: 11.0 12.3882235529 89% => OK
gunning_fog: 10.8 11.1389221557 97% => OK
text_standard: 11.0 11.9071856287 92% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.