GRE Issue Topic 38

GRE Issue Topic 38

Topic:

Claim: When planning courses, educators should take into account the interests and suggestions of their students.

Reason: Students are more motivated to learn when they are interested in what they are studying.

Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.

ادعا: هنگام برنامه ریزی دوره ها، مربیان باید علایق و پیشنهادات دانش آموزان خود را در نظر بگیرند.

دلیل: وقتی دانش آموزان به آنچه می خوانند علاقه مند هستند برای یادگیری با انگیزه تر هستند.

پاسخی بنویسید که در آن درباره اینکه تا چه میزان  با  این ادعا و دلیلی که ادعا بر مبنای آن پایه گذاری شده است، موافق یا مخالف هستید، بحث کنید.

موافق

  • زمانی که معلمین و اساتید هنگام تدریس علایق به دانش‌آموزان و دانشجویان را در نظر می‌گیرند آنها بیشتر جذب درس شده و تمرکز آنها نیز بالاتر می رود در نتیجه درس را بهتر یاد می‌گیرند و تشویق می‌شوند که در آن درس پیشرفت کنند.
  • اگر معلم یا استادی این تدریس را لایق دانش‌آموزان یا دانشجویان در نظر بگیرند، دانش‌آموزان و دانشجویان نیز همکاری بیشتری با آنها خواهند کرد و کلاس‌های درس از حالت خشک و تکراری بودن در می آید.
  • وقتی معلم یا استادی به علایق دانش آموزان همیت می دهند آنها جرات پیدا میکنه که عواید نظرات خود را در خصوص آن درس بیان کنند و به این ترتیب خلاقیت آنها نیز افزوده می‌شود و بهتر درس را فرا می‌گیرند.
  • فقط محتوای درس نیست که باید با توجه به علایق دانش آموزان و دانشجویان برنامه ریزی شود. معلمین باید قادر باشند از روش‌هایی بازی کردن در کلاس استفاده کنند تا هر محتوایی را طبق علایق دانش آموزان و دانشجویان تدریس کنند.

مخالف

  • برخی از دروس مانند ریاضی و فیزیک محتوای مشخصی دارند و معلمین می‌توانند با توجه به علایق دانش آموزان این درس را تدریس کنند در غیر این صورت آنها از یادگیری مفاهیم اصلی مربوط به این دو روش باز می مانند
  • اگر برای تدریس و علایق دانش آموزان و دانشجویان در نظر گرفته شود ممکن است بسیاری از دروسی که نیاز است آنها فرا بگیرند به طور کلی نادیده گرفته شود.

 

Strategies
Restate the Issue:
Combine the claim and reason into one statement using a subordinate clause.
In other words:
Because students are more motivated to learn when they are interested in what they are studying, educators should take into account the interests and suggestions of their students when planning courses.
What are the assumptions present in the claim and reason? These will provide evidence that you can either affirm or refute.
a) Students are more motivated to learn material in which they are interested.
b) Students will be more successful when studying material in which they are interested.
c) Educators will be more effective when they teach material in which their students have some interest.
d) Students will be less successful when forced to study material in which they have little or no interest.
e) Educators will be less effective when teaching material in which their students have little or no interest.
f) Student motivation is extrinsic.
Next, create a statement that expresses the opposing view, using language similar to that in the original issue.

Opposing viewpoint:
Claim – When planning courses, educators should ignore the suggestions and interests of their students.
Reason – Students do not understand what they need to learn for success as adults.
What are the assumptions present in the claim and reason? These will provide evidence that you can either affirm or refute.
a) Educators have a better understanding of what students should study.
b) Student opinions and suggestions are not important.
c) Students lack the maturity to choose what they need to study.
Is there another way of looking at the claim and reason? Can both viewpoints be true or partially true?

Alternative viewpoint:
Claim – In some cases, educators should consider the suggestions and interests of their students when they plan their courses.
Reason – Students may have special needs or learning styles.
Examples:
a) Core Courses in college – students are required to take specified courses before selecting a major
b) Exploration – most students don’t know what they want to study in college. Required courses in a variety of disciplines allow them to explore their options.

Sample 1:

When I was considering my choice of colleges to attend and the course of study to pursue, I was overwhelmed. Many of my classmates even said they were going to postpone going to college because they didn't know what they wanted to do, and it would be a waste of money to attend in that case. One of my teachers finally asked, "How will you discover what you want to do if you don't go to college?" I realized that I would have the opportunity to broaden my horizons by taking classes in subjects that heretofore, I had not been exposed to. The world of higher education would become my oyster, and I was eager to partake. I was eighteen years old and hardly experienced enough to advise college professors about their courses. It was hardly my place to demand that college professors consider my interests or ask for my suggestions for planning their courses.

Like any aspect of life, an education should be balanced. A child, lacking knowledge and a sophisticated palate, would choose to eat hot dogs or macaroni and cheese every day. Such a diet, over a long period of time, would leave the child without vital nutrients to ensure his optimum physical health. Eventually he must add fruits and vegetables to his daily regimen. His mother must eventually override his interests and suggestions and consider his wellbeing. Although the child may protest initially and leave his veggies on the plate, his hunger will eventually compel him to give them a try. As he grows, he may become involved with athletics. His desire to compete successfully may even lead him to research the best diet for his level of activity.

This same child will begin school around the age of five and decide that recess or coloring is his favorite daily activity. Should his teacher allow him to pursue his favorite activity all day every day, his first year of education will poorly prepare him for his second year. He may become proficient on the monkey bars and always color inside the lines, but he will not know his numbers or letters, leading to lack of success at the next grade level. In this case, his teacher must intervene, perhaps by making recess or coloring a reward for completing an academic activity. In the same way that veggies in his diet will improve his physical health, academic rigor in his classroom will improve his intellectual health. Working with numbers may lead him to discover a natural ability in math or learning his first words may inspire him to become a voracious reader or prolific writer.

While most of us need parents or teachers to help us balance our physical and intellectual diets, some are capable of making those choices independent of older and wiser parents or counselors. One of my friends attended a private women's college with no core requirements. She could have taken four years of courses in just Italian, or just math, or just psychology if she so chose. In fact, she took courses in horseback riding and kayaking, which probably caused her parents to question their decision to let her attend this prestigious college. Eventually, my friend took a class, The Deaf Child, which met at a school for the deaf located just behind the campus. She uncovered an interest in speech and hearing science, and, after two years at the college, transferred to a large state university and earned an undergraduate degree in that field of study. She found her way by taking courses whose content had been proscribed by educators and developed a strong, healthy intellect.

It might be nice to have educators, employers and even parents take our interests and suggestions into account before making decisions that affect us. A number of problems arise from these considerations. In a classroom or workplace or family home, several disparate interests reside. Whose interests or suggestions are more worthy of consideration? Imagine the time lost by those in authority while attempting to accommodate everyone. Some students, employees, and children will be left as dissatisfied as if no one’s interests had never been considered. A college course catalog provides opportunities for students to explore and develop new interests. Deciding on which courses to offer should be left up to the professors who must use their areas of expertise to develop the content of those courses.


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