Students’ learning becomes more and more of impotence. Some school let students watch the lecturing video previously and then discuss at school, while others believe that the old lecturing way is more effective for students learning. As for me, I think it is more effective to allow students to learn at first via video and then discuss in classes.
First of all, the teaching video can allow teachers to spend more time on lecturing difficult and confusing parts of the subject, making students solve their problems and comprehend well. For example, when I watched the lecturing video made by my high school math teacher, Zach, I always wrote down the difficult concepts and asked him in class. With this all-in-the-previous method, Zach had enough time to completely solve the tough question raised by all my classmates and me. Finally, we learned very thoroughly not only the basic concepts but also the tough questions. Hence, Zach utilized this approach to let students learn academic studies more effectively.
Secondly, if students learn from the teaching videos previously, they can develop their independent thinking and problem-solving skills, which can help their future studies. For instance, when my sister, Julia, took the online preview video, she always tried to solve the puzzle part of the English lecture by herself. She started to look up the dictionary to find out vocabularies and meanings of them. After two semesters, she searched for plenty of related knowledge in the lecture and started to debate with her teacher about English grammar usage. Therefore, with this teaching practice, my sister really developed critical thinking and problem-solving skills very well.
Last but not least, students can easily memorize the concept if they preview the lecturing video and then discuss the issues in class. Take myself for example; when I watched the video first and then discuss the math questions in the class, I memorized all the math equations and solutions quickly due to learning twice. Furthermore, with the math teacher lecturing the mathematic concepts, I could review these subjects again and again. Eventually, I memorized 20 equations only in one week and performed well on each of the math exams. Thus, this approach really helped me to learn and study efficiently.
In conclusion, I hold the profound conviction that students can learn effectively by watching the recorded video and discussing the related issues at school later. After all, not only can they several skills helped with their future studies but they can also memorize the concept easily and focus on their confusing part to learn better.
- Do you agree or disagree with the following statement People in the future will read fewer books 73
- Do you agree or disagree with the following statement People should buy the products made in their own country 83
- Do you agree or disagree with the following statement People in the future will read fewer books 73
- A new teaching method professor record a video in advance for students to learn class time used to answer questions and have discussions Is it an effective method 76
- Which kind of professors will you choose when selecting the courses 1 Some professors who are voted to be the most popular one 2 Some professors who are rewarded of outstanding research 73
Grammar and spelling errors:
Line 9, column 331, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
... focus on their confusing part to learn better.
^^^^^^
Transition Words or Phrases used:
also, but, finally, first, furthermore, hence, if, look, really, second, secondly, so, then, therefore, thus, well, while, after all, as for, for example, for instance, i think, in conclusion, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 2.0 15.1003584229 13% => More to be verbs wanted.
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 22.0 13.8261648746 159% => OK
Relative clauses : 6.0 11.0286738351 54% => More relative clauses wanted.
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 49.0 52.1666666667 94% => 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: 2230.0 1977.66487455 113% => OK
No of words: 426.0 407.700716846 104% => OK
Chars per words: 5.23474178404 4.8611393121 108% => OK
Fourth root words length: 4.54310108192 4.48103885553 101% => OK
Word Length SD: 2.68197599113 2.67179642975 100% => OK
Unique words: 216.0 212.727598566 102% => OK
Unique words percentage: 0.507042253521 0.524837075471 97% => OK
syllable_count: 650.7 618.680645161 105% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 39.0037177715 48.9658058833 80% => OK
Chars per sentence: 111.5 100.406767564 111% => OK
Words per sentence: 21.3 20.6045352989 103% => OK
Discourse Markers: 10.25 5.45110844103 188% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.237007672632 0.236089414692 100% => OK
Sentence topic coherence: 0.0762218751457 0.076458572812 100% => OK
Sentence topic coherence SD: 0.0594942479582 0.0737576698707 81% => OK
Paragraph topic coherence: 0.139348889247 0.150856017488 92% => OK
Paragraph topic coherence SD: 0.0392489386673 0.0645574589148 61% => OK
Essay readability:
automated_readability_index: 13.9 11.7677419355 118% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 13.05 10.9000537634 120% => OK
dale_chall_readability_score: 8.42 8.01818996416 105% => OK
difficult_words: 101.0 86.8835125448 116% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
---------------------
Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
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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.