1. Why does the woman go to see the professor? Click on 2 answers.
A. To discuss an assignment for class
B. To confirm that she correctly interpreted what she saw in a classroom
C. To get advice on the most effective way to observe a classroom in action
D. To find out how to implement a progressive teaching approach
2. What does the woman emphasize when she defines the progressive approach to teaching?
Click on 2 answers.
A. The approach works best in mathematics lessons.
B. The term progressive approach has more than one meaning.
C. Children are given some control over what they learn.
D. The teacher recognizes individual learning styles.
3. What happened if students were unable to solve the math problem they chose?
A. They were given a clue to the solution by the teacher.
B. They asked for assistance from other students.
C. The teacher gave them a different problem to work on.
D. The teacher asked another group to work on the problem.
4. What does the woman conclude about the lesson she observed?
A. It was not typical of the progressive education approach.
B. It was more beneficial to the students assigned the problem than to the helpers.
C. It helped some students overcome shyness about working in a group.
D. It provided both social and academic benefits to students.
5. Why does the professor say this:
A. To ask the woman to repeat what she said
B. To indicate why he disagrees with the woman's previous statement
C. To explain what aspect of the exercise was not progressive
D. To find out why the woman was surprised
Narrator: Listen to a conversation between a student and her education professor.
Karen: Professor McGraw?
Professor: Oh hi, Karen, what can I do for you?
Karen: Well, I might just start writing that paper that’s due next week
Karen: And I’m thinking I’d like to write it on the classroom observations I’ve been doing.
Professor: What level are you observing?
Karen: Fourth grade.
Professor: Okay. That sounds fine. Lots of students write about their classroom observations.
Karen: But before I start, I want to check to see if I’m on the right track with my observations.
Karen: Okay. As I’ve said, I’ve been observing a fourth grade class and the teacher follows a progressive approach to teaching, so I thought I’d write about a mathematics lesson that I observed last week, how it fits in with that approach.
Professor: Okay. What can you tell me about the progressive approach?
Karen: It’s about accommodating each student’s individual learning style, right?
Karen: Each student is seen as having his or her own learning style, so instead of having one planned format or lesson for the whole class, the teacher has each child work at their own pace on their own project in a way that works best for them.
Professor: Okay, good. Now, how does this work in the lesson you’ve observed?
Karen: Well, first the teacher asked six students to find a math problem that interested them, or that they found difficult and to write it on the board. That surprised me, because it seemed more like a traditional teacher-led activity than a progressive one.
Professor: But who chose the math problem?
Karen: The students did, which I eventually realized made it the kind of activity you would find in a progressive classroom.
Professor: And what was the rest of the class doing?
Karen: They were helpers. If a student wasn’t sure how to solve the problem, they asked one of the helpers to join them at the board and well, help.
Professor: And did they?
Karen: Yeah, and if both students got stuck they could ask another student so it ended up with groups of three or four kids working together to solve a math problem. I could see the teacher was getting the students started, but the students then directed themselves and worked together to come up with the answer.
Professor: Which is very much a part of what progressive education is all about. In that way, the curriculum, or what is being learned, centers around what the learners are interested in. What other elements of progressive education did you observe?
Karen: Well, the students were learning in groups so they were learning social skills like negotiation and the activity was designed so no one felt like a failure. In the end, all the problems were solved successfully and all the kids seemed feel a sense of accomplishment. They were smiling. From what I can tell, the activity met the kid’s social needs and their emotional needs as well. It was pretty cool to watch.
1. AB 2. CD 3. B 4. D 5. B
学生和教授讨论自己打算拿来写论文的数学课观察内容。在数学课上，老师会让 6 个学生上台，把问题写在黑板上，然后其他人来帮助他们解决。这样一来学生们自主解决了问题，二来还同时进行了社交以及获得了成就感。