Educators should take students' interests into account when planning the content of the courses they teach.
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.
The decision of what content educators should incorporate into their courses is a tough one. Many factors come into play including money, resources, demands from parents, and pressure from school districts or political leaders. Another key factors in the students’ interests. In my opinion, I mostly agree that educators should take students’ interests into account when planning the content of the courses they teach on the basis of two reasons.
To begin, some may argue that students’ interests are irrelevant when planning course curriculum and should not be considered. More specifically, they argue that many students lack the experience or the knowledge to make an informed decision about their education and need guidance when planning their studies. For instance, it would be unreasonable to expect a fourth grader to know what knowledge and skills they need so they can eventually become high functioning and independent adults that contribute back into society. Secondly, students interests, although important, may be so wide spread that it could be impossible for an educator to incorporate all these interests into one course. That said, these examples show that students interests, although important, should not be considered by educators when writing course curriculum. However, I believe these examples fall short.
One reason educators should consider students interests is because it will lead to higher class engagement and performance among students. For example, suppose a math teacher wants to get students, who normally don’t like math, more engaged. Instead of teaching students basic math from a textbook, they teacher might try finding ways of connecting math to students’ interests (such as aeronautics or cars). As a result, it could help students get more involved with the math curriculum because they see its impact in their interests (ex: aeronautics or cars) and is a necessity when pursuing their interests. This then leads to higher engagement and thus performance within the classroom because students feel more motivated to learn and excel.
Connecting education content to students interests also helps save time and money for all parties. When students interests are not considered, they may question the relevance of the course and how it will benefit their education and future. After all, why pursue something that doesn’t have a meaningful impact on your life? If students don’t feel the course is important, they may expel less effort; which could consequently cause them to fail their courses and thus not graduate and/or have to repeat courses; which wastes everyone’s time and effort. Worse yet, these “boring” classes might just deter prospective students all together; who might otherwise have been an excellent and impactful student had their interests simply been considered.
Overall, this is a very complex issue that has no easy answers. One could argue that student interests don’t need to be considered when designing curriculum, but this idea falls short. The first reason is because curriculum based on students interests results in higher engagement and performance among students. Secondly, it prevents wasteful courses; which saves all parties time and money. As such, I believe that students interests should be considered by educators when designing course curriculum.
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Comments
I don't agree with your
I don't agree with your assessment. It's a 5/6.... not a 4
Transition Words or Phrases used:
also, but, consequently, first, however, if, may, second, secondly, so, then, thus, after all, for example, for instance, such as, as a result, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 24.0 12.4196629213 193% => OK
Conjunction : 25.0 14.8657303371 168% => OK
Relative clauses : 24.0 11.3162921348 212% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 47.0 33.0505617978 142% => Less pronouns wanted
Preposition: 45.0 58.6224719101 77% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 2883.0 2235.4752809 129% => OK
No of words: 516.0 442.535393258 117% => OK
Chars per words: 5.58720930233 5.05705443957 110% => OK
Fourth root words length: 4.76609204519 4.55969084622 105% => OK
Word Length SD: 2.90067728301 2.79657885939 104% => OK
Unique words: 258.0 215.323595506 120% => OK
Unique words percentage: 0.5 0.4932671777 101% => OK
syllable_count: 864.9 704.065955056 123% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 6.24550561798 240% => Less pronouns wanted as sentence beginning.
Article: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 49.7266769451 60.3974514979 82% => OK
Chars per sentence: 115.32 118.986275619 97% => OK
Words per sentence: 20.64 23.4991977007 88% => OK
Discourse Markers: 6.28 5.21951772744 120% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 18.0 10.2758426966 175% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.283712173237 0.243740707755 116% => OK
Sentence topic coherence: 0.0924687676015 0.0831039109588 111% => OK
Sentence topic coherence SD: 0.0743192435594 0.0758088955206 98% => OK
Paragraph topic coherence: 0.178075180775 0.150359130593 118% => OK
Paragraph topic coherence SD: 0.0454864651877 0.0667264976115 68% => OK
Essay readability:
automated_readability_index: 15.2 14.1392134831 108% => OK
flesch_reading_ease: 42.72 48.8420337079 87% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 15.14 12.1639044944 124% => OK
dale_chall_readability_score: 8.24 8.38706741573 98% => OK
difficult_words: 118.0 100.480337079 117% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.