1. Educators should find out what students want included in the curriculum and then offer it to them.
The discussion on how a school curriculum should be structured has long been a subject of interest and debate. In fact, it is not a mundane one among schoolteachers to contemplate on what is beneficial to their student. What knowledge will interest them and increase their assimilation. Many argue that astute syllabus should covert an interest of the student so as to encourage them and build their self-esteem subconsciously on the topic. However, from a polemical point of view, other argue that it’s best to include only thing that are only crucial to the mental development and career excellent. The assumption of this prompt recommend that academia should add on their syllabus what the student want in other to improve their performance in that field. I strongly agree with this suggestion that interest of the students should be put into considerations when developing a school curriculum for two reasons.
To begin, scientific hypothesis is complex, the one that demand intrinsic and in-depth know out, looking for an angle before one can comprehend. To make their topic more comprehensible, it’s advisable to always relate this unfamiliar concept to things of interest. For instance, the big bang theory is seen by many as an incomprehensible theory on the development of the world, the one that require years of study displeasing theory that are not easy to comprehend, consequently, aiding the difficult terms. However, if this theory can be related to familiar things for student, this complicated theory that is unseemly to comprehend can be easily understand. For example, relating it to how a football can burst on a field without giving a sign of symptom of such. Furthermore, this can let the student have better understand of this complicated concept. The above example illustrates that complex hypothesis can be make know and understandable to student if they are related to things, they are familiar with.
Further, research has shown that people perform better when carrying out activity they love. This mean that student will be more successful in their study when teach what they love. For instance, an article released by Prof. John of john in 1975, discover that there has been an improvement in the performance of student after the introduction of extra curriculum activities that are related to their field. Prior illustration shows that this extra curriculum activities allow them to be able to relate unfamiliar science concepts to their day-to-day activities.
Of course, one will argue that how can we teach student what they need to know at a given period of time, if we are including ‘unnecessary’ activities in their curriculum. However, studies have shown that reading a verisimilitude book that with stimulate our competence level to the concepts, Isn’t that the reason why the school should include those things of interest to improve how their student comprehending those concepts. By doing this it makes the work easier for the student and the teachers for it will reduce the number of times the teacher will take to explain such concept. Therefore, it’s important for interest of the student to be put into consideration for student better understanding of complex concept.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
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- 1 Educators should find out what students want included in the curriculum and then offer it to them 66
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Grammar and spelling errors:
Line 1, column 361, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...hould covert an interest of the student so as to encourage them and build their self-est...
^^^^^^^^
Line 4, column 91, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...udent what they need to know at a given period of time, if we are including ‘unnecessary’ acti...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
consequently, furthermore, however, if, look, so, therefore, as to, for example, for instance, in fact, of course
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 7.0 14.8657303371 47% => More conjunction wanted.
Relative clauses : 23.0 11.3162921348 203% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 62.0 33.0505617978 188% => Less pronouns wanted
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2710.0 2235.4752809 121% => OK
No of words: 522.0 442.535393258 118% => OK
Chars per words: 5.19157088123 5.05705443957 103% => OK
Fourth root words length: 4.77988695657 4.55969084622 105% => OK
Word Length SD: 2.97170095925 2.79657885939 106% => OK
Unique words: 244.0 215.323595506 113% => OK
Unique words percentage: 0.467432950192 0.4932671777 95% => More unique words wanted or less content wanted.
syllable_count: 824.4 704.065955056 117% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 49.101184059 60.3974514979 81% => OK
Chars per sentence: 117.826086957 118.986275619 99% => OK
Words per sentence: 22.6956521739 23.4991977007 97% => OK
Discourse Markers: 4.91304347826 5.21951772744 94% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => 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: 0.190797812386 0.243740707755 78% => OK
Sentence topic coherence: 0.0631781267902 0.0831039109588 76% => OK
Sentence topic coherence SD: 0.0447273646447 0.0758088955206 59% => OK
Paragraph topic coherence: 0.132984923896 0.150359130593 88% => OK
Paragraph topic coherence SD: 0.0702339804404 0.0667264976115 105% => OK
Essay readability:
automated_readability_index: 14.4 14.1392134831 102% => OK
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 13.12 12.1639044944 108% => OK
dale_chall_readability_score: 8.27 8.38706741573 99% => OK
difficult_words: 117.0 100.480337079 116% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
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.