Facts should be taught by educators only after the students have first learnt the ideas, trends, and concepts that help to illustrate those facts.
The statement recommends that the Educators' should primarily focus on ideas, trends and concepts illustrating a fact and then they should teach the fact relating to that concept. Every Educator has their own way of teaching a particular subject depending on the demands of the subject whether it needs a practical or theoretical approach. But there is a similarity between this both approach and that is the use of that particular concept or fact in real life or a real time situation. I agree with that the stance the author has taken in his recommendation, that indeed teaching the ideas and concepts before teaching the facts helps in learning the facts.
For instance, in case of a students who wants to learn programming language, if right at the start the educator focuses on the main facts and concepts for the programming languages and doesn't focus on teaching the student about the basics and the primary ideas and concepts then the student might lose interest in learning the programming language and he/she might never try to learn. But if the student at first is taught with the ideas and concepts behind the programming languages like what are syntax, then uses of those syntax and then with a hands on experience of writing a small and basic code of a Hello Word, then it will help the student build interest in learning and also this will clear his basic concepts which will be very useful for the student if he tends to purse career in the same field. This basic concept will really help the student in future when working on broader concepts.
In case of subjects like Chemistry, Physics etc in which the students tend to lose interest after they encounter tough concepts. But if the educator while teaching starts with the basic ideas relating to the concepts, like in case of a chemical reaction, if the educator explain the logic, ideas, and scientific concepts behind the reaction and then telling the student the real life use of it or facts behind the reaction then this will keep the students engaged and this can help in building the interest in this subjects.
However, if a particular student is preparing for a competitive exam, it can be argued that the student doesn't need to go in depth of a particular concept, only knowing the exact fact or the idea will be enough for the student. But it should not be the case as, suppose in case of mathematical formula, if the student is only aware of the formula but not aware about how the formula is derived then it might get that student in trouble. Like, if in a particular question there is a hidden trick which concerns with the derivation of formula, then that will affect the score of the student.
Hence when teaching a particular concept or a fact educators should first focus on ideas, trends and concepts illustrating the fact as it is very useful and canalos help the students in exploring the fact and making practical use of it.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2021-11-23 | HiteshChitte | 66 | view |
- The following appeared in a letter from a firm providing investment advice to a client Homes in northern Europe where winters are typically cold have traditionally used wood as their major fuel for heating homes Last year that region experienced two month 68
- Facts should be taught by educators only after the students have first learnt the ideas trends and concepts that help to illustrate those facts 66
- 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 r 16
Grammar and spelling errors:
Line 2, column 26, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...g the facts. For instance, in case of a students who wants to learn programming language...
^^^^^^^^^^
Line 2, column 56, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to program', 'to programme'.
Suggestion: to program; to programme
...n case of a students who wants to learn programming language, if right at the start the edu...
^^^^^^^^^^^
Line 2, column 186, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...cepts for the programming languages and doesnt focus on teaching the student about the...
^^^^^^
Line 2, column 520, Rule ID: THIS_NNS[2]
Message: Did you mean 'this syntax' or 'those syntaxes'?
Suggestion: this syntax; those syntaxes
...ages like what are syntax, then uses of those syntax and then with a hands on experience of ...
^^^^^^^^^^^^
Line 2, column 547, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a hand' or simply 'hands'?
Suggestion: a hand; hands
...then uses of those syntax and then with a hands on experience of writing a small and ba...
^^^^^^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ure when working on broader concepts. In case of subjects like Chemistry, Phys...
^^
Line 3, column 513, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...is can help in building the interest in this subjects. However, if a particular st...
^^^^
Line 4, column 105, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...exam, it can be argued that the student doesnt need to go in depth of a particular con...
^^^^^^
Line 5, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
...will affect the score of the student. Hence when teaching a particular concept or a...
^^^^^
Transition Words or Phrases used:
also, but, first, hence, however, if, really, so, then, while, for instance, in fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 30.0 14.8657303371 202% => Less conjunction wanted
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 33.0 33.0505617978 100% => OK
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2408.0 2235.4752809 108% => OK
No of words: 511.0 442.535393258 115% => OK
Chars per words: 4.71232876712 5.05705443957 93% => OK
Fourth root words length: 4.75450408675 4.55969084622 104% => OK
Word Length SD: 2.5125845078 2.79657885939 90% => OK
Unique words: 202.0 215.323595506 94% => More unique words wanted.
Unique words percentage: 0.39530332681 0.4932671777 80% => More unique words wanted or less content wanted.
syllable_count: 729.9 704.065955056 104% => OK
avg_syllables_per_word: 1.4 1.59117977528 88% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 13.0 20.2370786517 64% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 39.0 23.0359550562 169% => The Avg. Sentence Length is relatively long.
Sentence length SD: 104.571993264 60.3974514979 173% => OK
Chars per sentence: 185.230769231 118.986275619 156% => OK
Words per sentence: 39.3076923077 23.4991977007 167% => OK
Discourse Markers: 6.46153846154 5.21951772744 124% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 9.0 7.80617977528 115% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
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: 0.38888021003 0.243740707755 160% => OK
Sentence topic coherence: 0.15479689687 0.0831039109588 186% => OK
Sentence topic coherence SD: 0.107415726822 0.0758088955206 142% => OK
Paragraph topic coherence: 0.249428896362 0.150359130593 166% => OK
Paragraph topic coherence SD: 0.0826149607019 0.0667264976115 124% => OK
Essay readability:
automated_readability_index: 20.4 14.1392134831 144% => OK
flesch_reading_ease: 48.81 48.8420337079 100% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 16.1 12.1743820225 132% => OK
coleman_liau_index: 10.63 12.1639044944 87% => OK
dale_chall_readability_score: 8.1 8.38706741573 97% => OK
difficult_words: 82.0 100.480337079 82% => More difficult words wanted.
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 17.6 11.2143820225 157% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Rates: 66.0 out of 100
Scores by essay e-grader: 4 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.