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.
In the field of education, the best way to teach students is highly debated. Each student can present unique learning styles. A great educator will attempt to accommodate each student to the best of their abilities. The claim that educators should teach facts only after students understand the ideas and concepts behind those facts may initially seem too universal to benefit all students. However, understanding the concepts behind facts is vital for student understanding of new material. Without having a true, conceptual understanding of a topic, facts can be easily forgotten or misinterpreted.
A popular demonstration of this claim can found in a typical high school or college calculus course. At first glance, a calculus formula can seem near-impossible to decipher or remember. Each formula consists of jumbles of symbols and numbers that are hard to keep track of at first. This is why most educators will choose to demonstrate a proof of a formula before having students practice with it. A proof is a mathematical explanation of how a certain formula or equation was derived. The proof offers students a conceptual explanation of new information. By gaining a better understanding of the background behind a certain equation, it helps students to remember the information more clearly. Additionally, even if they are unable to memorize a certain equation, having a conceptual understanding can help them to derive the equation themselves. In this circumstance, understanding the conceptual information before learning the equation, or “facts”, helps the students to have a more solidified understanding.
This claim can be looked at from a less traditional view of the educational field as well. When we hear the term “education”, we often think of traditional school topics such as math, science, and writing. However, we are constantly being taught by educators or mentors in all of our daily activities. For example, a young child is often taught general life advice by their parent or guardian. When a child is young, they may be unwilling to help out with chores around the house. Before teaching them how to do a certain chore, such as putting dishes in the dishwasher, it is important to explain to them the reasoning and concepts behind why this chore is important. If the dishes aren’t cleaned immediately, food will stick and they will be more difficult to clean. If dishes aren’t clean, there will be no dishes to eat on! Although this is a simple conceptual idea, and the “fact” of how to put dishes away may seem naive to adults, it is important to remember when teaching children. As one can see, the concept of teaching ideas and concepts before facts applies, even in everyday activities.
While this claim holds true in many examples, it is important to consider the idea that not every student learns in the same manner. Some students benefit from reading before listening to new information. Other students may be more of a visual learner, and may not benefit from books or lectures. Regardless, the claim that learning concepts and ideas before facts can be modified to fit nearly any learning style. If a student is an oral learner, concepts can first be taught through a pre-lecture before the lecture that addresses facts. In this way, the claim in the prompt above can hold true for a large variety of students.
When considering how best to approach educating students, most would agree that the best method is the one that brings the most benefit to students. From the examples above, it can be concluded that providing adequate explanations of information before teaching students straight facts is the most beneficial way to benefit student learning.
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Comments
Essay evaluations by e-grader
Transition Words or Phrases used:
first, however, if, look, may, so, well, while, for example, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 23.0 12.4196629213 185% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 90.0 58.6224719101 154% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 3115.0 2235.4752809 139% => OK
No of words: 608.0 442.535393258 137% => Less content wanted.
Chars per words: 5.12335526316 5.05705443957 101% => OK
Fourth root words length: 4.9656475924 4.55969084622 109% => OK
Word Length SD: 2.95794432363 2.79657885939 106% => OK
Unique words: 269.0 215.323595506 125% => OK
Unique words percentage: 0.442434210526 0.4932671777 90% => More unique words wanted or less content wanted.
syllable_count: 937.8 704.065955056 133% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 11.0 4.99550561798 220% => Less articles wanted as sentence beginning.
Subordination: 11.0 3.10617977528 354% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 32.0 20.2370786517 158% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.611184007 60.3974514979 66% => OK
Chars per sentence: 97.34375 118.986275619 82% => OK
Words per sentence: 19.0 23.4991977007 81% => OK
Discourse Markers: 2.125 5.21951772744 41% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 21.0 10.2758426966 204% => Less positive sentences wanted.
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.195986195003 0.243740707755 80% => OK
Sentence topic coherence: 0.0538708620778 0.0831039109588 65% => OK
Sentence topic coherence SD: 0.053920513204 0.0758088955206 71% => OK
Paragraph topic coherence: 0.11949922551 0.150359130593 79% => OK
Paragraph topic coherence SD: 0.058447882084 0.0667264976115 88% => OK
Essay readability:
automated_readability_index: 12.2 14.1392134831 86% => Automated_readability_index is low.
flesch_reading_ease: 60.65 48.8420337079 124% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 12.42 12.1639044944 102% => OK
dale_chall_readability_score: 7.67 8.38706741573 91% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
What are above readability scores?
---------------------
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 Out of 6
---------------------
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.
Transition Words or Phrases used:
first, however, if, look, may, so, well, while, for example, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 23.0 12.4196629213 185% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 90.0 58.6224719101 154% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 3115.0 2235.4752809 139% => OK
No of words: 608.0 442.535393258 137% => Less content wanted.
Chars per words: 5.12335526316 5.05705443957 101% => OK
Fourth root words length: 4.9656475924 4.55969084622 109% => OK
Word Length SD: 2.95794432363 2.79657885939 106% => OK
Unique words: 269.0 215.323595506 125% => OK
Unique words percentage: 0.442434210526 0.4932671777 90% => More unique words wanted or less content wanted.
syllable_count: 937.8 704.065955056 133% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 11.0 4.99550561798 220% => Less articles wanted as sentence beginning.
Subordination: 11.0 3.10617977528 354% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 32.0 20.2370786517 158% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.611184007 60.3974514979 66% => OK
Chars per sentence: 97.34375 118.986275619 82% => OK
Words per sentence: 19.0 23.4991977007 81% => OK
Discourse Markers: 2.125 5.21951772744 41% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 21.0 10.2758426966 204% => Less positive sentences wanted.
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.195986195003 0.243740707755 80% => OK
Sentence topic coherence: 0.0538708620778 0.0831039109588 65% => OK
Sentence topic coherence SD: 0.053920513204 0.0758088955206 71% => OK
Paragraph topic coherence: 0.11949922551 0.150359130593 79% => OK
Paragraph topic coherence SD: 0.058447882084 0.0667264976115 88% => OK
Essay readability:
automated_readability_index: 12.2 14.1392134831 86% => Automated_readability_index is low.
flesch_reading_ease: 60.65 48.8420337079 124% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 12.42 12.1639044944 102% => OK
dale_chall_readability_score: 7.67 8.38706741573 91% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
What are above readability scores?
---------------------
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 Out of 6
---------------------
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.