Some college teachers prefer to ask students to watch or listen to a recorded lecture before class. In class, they will ask students to do more practices about what they have learned from the lecture. Effective or not?
University education, the bedrock of students’ personal development, has been taken as a crucial schooling period when students can nurture their self-directed learning abilities and specialize in respective fields. When it comes to the discussion of how to improve learning effectiveness in class, people’s opinions may vary. I firmly believe that asking students to watch or listen to a recorded lecture beforehand and sparing more time doing practices in class is a feasible approach to ensure students’ learning outcome.
First, learning a recorded lesson in advance can help increase students’ engagement in class, which would be advantageous to improve their learning outcomes. By learning recorded lectures, students would have a clear picture of the learning content, especially the points they have questioned about, giving them a golden opportunity to concentrate better in class. When students are asked to do practices in class, they would be actively involved. For those who have made efforts to preview the lesson, they would perform well in completing in-class exercises, which would serve as a further reward to encourage them being more actively engaged in class exercises. And in this virtuous circle, students’ motivation would be triggered, contributing to a positive learning attitude and learning outcome.
Moreover, asking students to preview lessons before class and do exercises in class could help teachers make the best use of limited class so as to achieve better teaching and learning quality. Through watching recorded lessons, students can master some basic knowledge well, which save a lot of time for teachers to spend more time explaining and practicing the difficult points. Take my literature class for example. Professor Ren would always ask us to preview the lesson first and test us in class. According to the test results and our problems, he would then adjust his lesson plan and focus on the most common issues. In this process, the knowledge we have learned could be enhanced, and the puzzling parts would be solved in time. Simultaneously, our academic performance has been improved and the class time has been maximally made us of.
Admittedly, students with different levels and learning abilities may not have the same capacities to get accustomed to online watching. However, it is still effective in helping students keep well engaged in in-class practices, which will eventually improve their academic performance. Therefore, students’ preview before class can be of great benefit in achieving effective teaching and learning.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2021-12-29 | archerlao | 73 | view |
| 2020-07-09 | azxa7887 | 71 | view |
| 2020-02-16 | Stephen Xu | 81 | view |
| 2020-02-16 | Stephen Xu | 81 | view |
- Some college teachers prefer to ask students to watch or listen to a recorded lecture before class In class they will ask students to do more practices about what they have learned from the lecture Effective or not 81
- Which one do you think that government should invest in education or infrastructure 90
- Some college teachers prefer to ask students to watch or listen to a recorded lecture before class In class they will ask students to do more practices about what they have learned from the lecture Effective or not 81
Grammar and spelling errors:
Line 3, column 140, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...hers make the best use of limited class so as to achieve better teaching and learning qu...
^^^^^^^^
Line 3, column 841, Rule ID: MAKE_US_OF[1]
Message: Did you mean 'use'?
Suggestion: use
... the class time has been maximally made us of. Admittedly, students with differen...
^^
Transition Words or Phrases used:
but, first, however, if, may, moreover, so, still, then, therefore, well, as to, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 18.0 9.8082437276 184% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 24.0 43.0788530466 56% => OK
Preposition: 51.0 52.1666666667 98% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2194.0 1977.66487455 111% => OK
No of words: 400.0 407.700716846 98% => OK
Chars per words: 5.485 4.8611393121 113% => OK
Fourth root words length: 4.472135955 4.48103885553 100% => OK
Word Length SD: 2.86335031039 2.67179642975 107% => OK
Unique words: 217.0 212.727598566 102% => OK
Unique words percentage: 0.5425 0.524837075471 103% => OK
syllable_count: 661.5 618.680645161 107% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 50.3598164325 48.9658058833 103% => OK
Chars per sentence: 121.888888889 100.406767564 121% => OK
Words per sentence: 22.2222222222 20.6045352989 108% => OK
Discourse Markers: 5.11111111111 5.45110844103 94% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.434691151597 0.236089414692 184% => OK
Sentence topic coherence: 0.145283410996 0.076458572812 190% => OK
Sentence topic coherence SD: 0.103826959171 0.0737576698707 141% => OK
Paragraph topic coherence: 0.274469225624 0.150856017488 182% => OK
Paragraph topic coherence SD: 0.0474416844577 0.0645574589148 73% => OK
Essay readability:
automated_readability_index: 15.5 11.7677419355 132% => OK
flesch_reading_ease: 40.69 58.1214874552 70% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.1 10.1575268817 129% => OK
coleman_liau_index: 14.86 10.9000537634 136% => OK
dale_chall_readability_score: 9.27 8.01818996416 116% => OK
difficult_words: 115.0 86.8835125448 132% => OK
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 15.0 10.247311828 146% => 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: 81.6666666667 out of 100
Scores by essay e-grader: 24.5 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.