“Students should memorise facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little.”
The speaker claims that student’s who never memories what they’ve learned hinder’s learning and they have gain little useful knowledge from it. I wholeheartedly agree with the speaker’s claim, because human mind is a heterogenous mixture of our memory which we had all these years. We keep assimilating information is our memory, which is either short-term memory or long-term memory. Accumulation of new information can make old one’s rusty and thereby has no use.
Firstly, today’s high-tech ever-growing and increasing complex world impedes learning ability of students because their mind has a lot to imbibe in each day thus, making more and more complexity in their mind. Such mind filled with mixture of different information faces difficulties in learning because they cannot relate it well with real worlds hence, this information stays in short-term memory of human brain and last for very short period. For instance, study of kindergarten includes images, graphics which helps students to grasp it fast thereby able to stay permanent in the mind. Students are able to relate, memories what are learning to real world with the help of graphical images, audio or video recording which makes their concept very clear and lasts for very long time.
Secondly, learning only facts can be useful theoretically on paper but not practically because in practical life, imagination with real world works better. Practical knowledge outweighs any other kind of knowledge because it helps to get hands on real trends and not learning only on paper. For example, hotel management has a variety of courses among which cooking needs practical knowledge because it has so many recipes. Learning only recipes and not practically cooking cannot make you a good chef. Good chef’s is one who has made loads of recipes in his cooking career which highlighted his experience on different dishes.
Thirdly, a sharp memory makes learning more efficient and increasing the grasping power of the human brain. We’re often told to learn with the help of example’s which help’s us to understand the concept’s better and while using those concept’s we can memorise our past experience to tackle the real world problem. For instance, in bachelors of engineering course exams are conducted in semester patter which includes theoretical and also practical examination. A programer who loves coding is always judged on his experience in coding, projects and coding competitions like hackathon’s which show’s his coding skills. In this case coding experience with real world problem is given much importance than skills written in his resume.
In the final analysis, human mind tends to learn more effectively when it includes learning with the help of real world experience and examples rather than just textual knowledge. The knowledge gained through learning with its application remains in our long term memory and helps us to use it appropriately in our day to day lives. Students should have more practical knowledge which help’s them to clear their textual concepts and which can make them a good learner.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-06-24 | AK1503 | 83 | view |
| 2018-04-29 | yashraichura | 58 | view |
| 2018-04-29 | yashraichura | 69 | view |
| 2016-08-19 | SyugenZ | 50 | view |
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Grammar and spelling errors:
Line 3, column 513, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...f kindergarten includes images, graphics which helps students to grasp it fast th...
^^
Line 7, column 290, Rule ID: PAST_EXPERIENCE_MEMORY[1]
Message: Use simply 'experience'.
Suggestion: experience
...hose concept's we can memorise our past experience to tackle the real world problem. For i...
^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, firstly, hence, if, second, secondly, so, third, thirdly, thus, well, while, for example, for instance, in short, kind of, of course
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 19.5258426966 51% => More to be verbs wanted.
Auxiliary verbs: 7.0 12.4196629213 56% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 39.0 33.0505617978 118% => OK
Preposition: 61.0 58.6224719101 104% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 2681.0 2235.4752809 120% => OK
No of words: 495.0 442.535393258 112% => OK
Chars per words: 5.41616161616 5.05705443957 107% => OK
Fourth root words length: 4.71684168287 4.55969084622 103% => OK
Word Length SD: 2.92830077242 2.79657885939 105% => OK
Unique words: 255.0 215.323595506 118% => OK
Unique words percentage: 0.515151515152 0.4932671777 104% => OK
syllable_count: 808.2 704.065955056 115% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 42.0403110729 60.3974514979 70% => OK
Chars per sentence: 127.666666667 118.986275619 107% => OK
Words per sentence: 23.5714285714 23.4991977007 100% => OK
Discourse Markers: 7.14285714286 5.21951772744 137% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
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: 0.27238839771 0.243740707755 112% => OK
Sentence topic coherence: 0.0838773644909 0.0831039109588 101% => OK
Sentence topic coherence SD: 0.0782134542476 0.0758088955206 103% => OK
Paragraph topic coherence: 0.15951522859 0.150359130593 106% => OK
Paragraph topic coherence SD: 0.0242174816512 0.0667264976115 36% => 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: 15.9 14.1392134831 112% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 14.45 12.1639044944 119% => OK
dale_chall_readability_score: 8.45 8.38706741573 101% => OK
difficult_words: 115.0 100.480337079 114% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.