Some high school teachers spend most of class time lecturing 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?
What kind of approach is more effective for high school students' learning arouses a heated debate among teachers. Some teachers think that spending more time lecturing is a better approach, while others believe that allowing students to discuss and exchange ideas actively in class is a more favorable solution. Personally, I believe that the second method is a more effective way for students' learning. My reasons are as follows.
To begin with, high school students generally lack the motivation to learn, so they often become absent-minded during the lecture. Therefore, teachers can help them concentrate and boost their learning effectiveness by inspiring students to exchange ideas. For instance, my high school math teacher allowed us to propose different solutions to the same math problem. To be more specific, if the teacher gave us an algebra question, some gifted students may use college calculus or even linear algebra to solve it. Hence, students became extremely attentive in the class because they always wanted to come up with more concise and insightful solutions to awe everyone. On the other hand, if my high school teacher only let us stare at the blackboard and copy equations to our notebooks mechanically, students would undoubtedly space out easily and become inattentive. Evidently, active thinking and idea exchanging stimulate high school students to concentrate and increase their study productivity.
In addition, high school students learn better when their doubts can be answered immediately during the lecture. If the instructor encourages students to discuss their questions together, students could have lots of opportunities to express their doubts and have their questions answered immediately. Overall, this helps increase students' study efficiency. As an example, my history teacher frequently asked students to participate in group discussions. That is, whenever I got confused about different aboriginal cultures or languages, my teammates or my instructor could correct me instantly. Thus I acquired considerable historical knowledge just by directly interacting with my lecturer and classmates. Contrarily, my brother's high school history teacher only required students to concentrate fully during the lecture. Whenever my brother had some questions, he did not have the opportunity to discuss them with others, so he could only search for the answer online or in textbooks. This usually took him more than one hour, and as a result, he is not particularly effective in his study.
In conclusion, I maintain that the second approach is a better way to enhance students' learning effectiveness due to the aforementioned reasons.
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Grammar and spelling errors:
Line 5, column 41, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...In addition, high school students learn better when their doubts can be answered immed...
^^^^^^
Line 5, column 596, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
... instructor could correct me instantly. Thus I acquired considerable historical know...
^^^^
Transition Words or Phrases used:
hence, if, may, second, so, therefore, thus, while, for instance, in addition, in conclusion, kind of, as a result, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 6.0 11.0286738351 54% => More relative clauses wanted.
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 44.0 52.1666666667 84% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2270.0 1977.66487455 115% => OK
No of words: 410.0 407.700716846 101% => OK
Chars per words: 5.53658536585 4.8611393121 114% => OK
Fourth root words length: 4.49982852243 4.48103885553 100% => OK
Word Length SD: 2.97488595755 2.67179642975 111% => OK
Unique words: 227.0 212.727598566 107% => OK
Unique words percentage: 0.553658536585 0.524837075471 105% => OK
syllable_count: 707.4 618.680645161 114% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 41.1807585564 48.9658058833 84% => OK
Chars per sentence: 108.095238095 100.406767564 108% => OK
Words per sentence: 19.5238095238 20.6045352989 95% => OK
Discourse Markers: 7.04761904762 5.45110844103 129% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => 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: 0.356565248654 0.236089414692 151% => OK
Sentence topic coherence: 0.105779239843 0.076458572812 138% => OK
Sentence topic coherence SD: 0.0843384574125 0.0737576698707 114% => OK
Paragraph topic coherence: 0.207393424725 0.150856017488 137% => OK
Paragraph topic coherence SD: 0.107857089905 0.0645574589148 167% => OK
Essay readability:
automated_readability_index: 14.4 11.7677419355 122% => OK
flesch_reading_ease: 43.73 58.1214874552 75% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 14.85 10.9000537634 136% => OK
dale_chall_readability_score: 8.89 8.01818996416 111% => OK
difficult_words: 112.0 86.8835125448 129% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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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: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 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.