Teaching strategy, the founding stone of education, has been valued and even triggered a heated discussion about boosting students’ in-class productivity. In other people’s view, teachers can first let students get familiar with the recorded lecture and then help them practice the content in the video in class. From my perspective, it is beneficial because it contributes to students’ interest and efficiency.
Getting familiar with the course subject matter beforehand is conducive because it helps students trigger their interest. Specifically, early lectures are usually replete with introductory and general concepts, which are accessible for students to comprehend. After understanding these straightforward topics, students may find some of them interesting. On the contrary, if students have to learn the topics in the class from scratch, they may have no time to scrutinize every concept, not to mention arousing their enthusiasm. Moreover, studying lectures ahead of time is beneficial for students to explore more. In detail, they can freely search for relevant materials on the Internet, which will further their comprehension or even stimulate them to review more. On the other hand, in class, students’ thoughts may be dominated by teachers’ ideas and they could hardly investigate and expore intriguing topics.
What should be equally discussed is that early recorded lectures, compared with on-site learning, contribute to students’ efficiency in the class by facilitating them to reduce the time they spend confusing over the questions they come up against. To begin with, when reseaching a new scope, students will confront with enormous puzzles. If they are provided with early recorded lectures, they can be exposed to these challengings in advance, so they can have more time to survey and deeply analyze problems. Thus, what perplexes them may be tackled early, and students could spent less time on such difficulties in class. By contrast, if students are not equipped with these courses, they must devote much time to figuring out the solutions to the conundrums in class. In addition, being provided with such lectures, students could be more concentrated on the classes. In detail, baffled by unsolved questions, students will be more focused on the class to avoid missing the related topics or potential answers.
Lastly, learning with lectures recorded by teachers could foster students’ independent quality. Under this scenario, students need to learn by themselves instead of being supervised by professors. That means they must comprehend subject matters, review materials, and work out puzzles independently, sharpening their self-learning skills. Take me as an example. In the Computer Network course, the professor provided online courses to familiarize us with the topics in advance. Even though I had multiple questions during this process, I could not ask the professor immediately. Thus, I have to google and solve them by myself. After the semester, my independent problem-solving skills were bolstered, and I could master comprehensive subjects independently in a short time.
To conclude, only by providing students with early recorded lectures can they reap the maximum benefits in the class.
Grammar and spelling errors:
Line 5, column 292, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...begin with, when reseaching a new scope, students will confront with enormous puz...
^^
Line 5, column 578, Rule ID: DID_BASEFORM[1]
Message: The verb 'could' requires the base form of the verb: 'spend'
Suggestion: spend
...ay be tackled early, and students could spent less time on such difficulties in class...
^^^^^
Transition Words or Phrases used:
but, first, if, lastly, may, moreover, so, then, thus, in addition, on the contrary, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 22.0 9.8082437276 224% => Less auxiliary verb wanted.
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 5.0 11.0286738351 45% => More relative clauses wanted.
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 80.0 52.1666666667 153% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2767.0 1977.66487455 140% => OK
No of words: 495.0 407.700716846 121% => OK
Chars per words: 5.5898989899 4.8611393121 115% => OK
Fourth root words length: 4.71684168287 4.48103885553 105% => OK
Word Length SD: 2.98620027842 2.67179642975 112% => OK
Unique words: 269.0 212.727598566 126% => OK
Unique words percentage: 0.543434343434 0.524837075471 104% => OK
syllable_count: 819.9 618.680645161 133% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 15.0 4.94265232975 303% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 26.0 20.6003584229 126% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 43.3051133267 48.9658058833 88% => OK
Chars per sentence: 106.423076923 100.406767564 106% => OK
Words per sentence: 19.0384615385 20.6045352989 92% => OK
Discourse Markers: 4.5 5.45110844103 83% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.387130171667 0.236089414692 164% => OK
Sentence topic coherence: 0.11184984832 0.076458572812 146% => OK
Sentence topic coherence SD: 0.0771519935945 0.0737576698707 105% => OK
Paragraph topic coherence: 0.245039324069 0.150856017488 162% => OK
Paragraph topic coherence SD: 0.044444349339 0.0645574589148 69% => 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: 15.14 10.9000537634 139% => OK
dale_chall_readability_score: 9.59 8.01818996416 120% => OK
difficult_words: 157.0 86.8835125448 181% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
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Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 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.