Educators have spent ages arguing about whether the traditional classroom structure, with

Educators have spent ages arguing about whether the traditional classroom structure, with students all working on the same lesson, is really suited to different learning styles.
Twelve-year-old Yuval Kagan looks like he’s ready to work at a call center. He’s among 10 students sitting at a long table covered with laptop computers, talking into their headphones. ”Yes,” he says, looking at his computer screen. Yural is talking to a math teacher. If he has a question, he hits a button called “raise your hand” and the teacher speaks to him.
Yuval says he enjoys this form of teaching. “In a lesson with a class, the teacher always has to tell other students to stop talking, but here you can have one-on-one teaching.”
That personalized approach is what makes School of One different. It’s an after-school math program taking place here at I.S. 228 and two other middle schools. Kids spend part of their time working with online teachers. But teachers can also set instruction in small groups, where a teacher explains a special math problem. And sometimes they work together, as demonstrated by two boys using colorful blocks to figure out a geometry problem.
School of One was first piloted last summer with middle scholars in Chinatown. Assessment tests showed so much progress that the Department of Education expanded the program. Dominick D’Angelo, the principal of I.S. 228, says he wanted his sixth graders to take part because the traditional classroom doesn’t serve every child. But School of One is what its name suggests.
“A student is working at his or her own pace,” says D’Angelo. “Not with a group of 30 other students. If they don’t get it today, they have to work on it again tomorrow. They’re not left behind because they can’t catch up with the class. It’s at their own pace.”
Chancellor Joel Klein says “This kind of approach---students centered, not classroom centered---is going to be a part of the future of Education.”
But Daniel Willingham, a professor of Psychology says “Studies have been done trying to prove that some people learn best visually, however, other people learn best aurally (听觉上). They have shown that there’s no benefit in meeting the needs of those learning styles.” He adds, “It’s not clear whether considering different styles of learning makes a real difference.”
The city has raised money from private donors to keep the program going next fall. And though officials say they didn’t deliberately launch it this spring in time for the state exams, they’ll be very curious to see the performance of those 240 sixth graders at the three schools now using the School of One.
Title: Arguments about classroom structures and learning styles
A comparison of two
【小题1】 approaches
【小题2】 classroom
●Classroom centered: all the students work on the 【小题3】 lesson.
●Teachers have to tell students to keep 【小题4】 in class.
School of One
●【小题5】 centered: students spend part of their time working with online teachers and talking to them separately.
●Teachers can also organize the kids in small groups to explain special problems. Sometimes they can 【小题6】 .
Experts’ opinions
●The new approach will be part of the future of Education.
●Some people learn best visually, while other people learn best by 【小题7】 .
●It is not 【小题8】 to meet the needs of those learning styles
●We are not 【小题9】 about whether considering different styles of learning makes a real difference.
Officials’ expectations
● How the three schools’ sixth graders 【小题10】 in the coming state exams.
different

(答案→)different 解析：文章介绍了两种不同的教育方法的不同，传统的教育方法是教师为中心，School of One是以学生为中心，专家也对此表达了不同的观点。【小题1】原词重现：从第一段的句子：Educators have spent ages arguing about whether the traditional classroom structure, with students all working on the same lesson, is really suited to different learning styles. 可知这篇文章讲的是两种不同的教学方法的比较。选different。【小题2】原词重现：从第一段的句子：Educators have spent ages arguing about whether the traditional classroom structure,可知这句话讲的是传统的教室的情况：Traditional/Conventional【小题3】原词重现：从第一段的句子：with students all working on the same lesson, is really suited to different learning styles. 可知传统的班级学生坐在同一个教室：same【小题4】词义归纳题：从第三段的句子：“In a lesson with a class, the teacher always has to tell other students to stop talking,可知在传统的教室老师要学生保持安静： quiet/silent/silence【小题5】原词重现：从第七段的句子：“This kind of approach---students centered, not classroom centered---is going to be a part of the future of Education.” 可知这种班级是学生为中心的，填Students/Kids【小题6】词义归纳题：从第四段的句子：And sometimes they work together, as demonstrated by two boys using colorful blocks to figure out a geometry problem.可知work together= cooperate。【小题7】词义归纳题：从倒数第二段的句子：“Studies have been done trying to prove that some people learn best visually, however, other people learn best aurally (听觉上). 可知有的热擅长视觉的学习，有的人擅长的是听力的。填listening【小题8】词义归纳题：从倒数第二段的句子：They have shown that there’s no benefit in meeting the needs of those learning styles.”可知将benefit改成 beneficial/useful【小题9】词义归纳题：从倒数第二段的句子：“It’s not clear whether considering different styles of learning makes a real difference.” 可知我们不确定是否采用不同的学习方法有影响。填sure/certain【小题10】词性转化题：从最后一段的句子：they’ll be very curious to see the performance of those 240 sixth graders at the three schools now using the School of One. 可知将performance改成perform

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