School diversity inclusion and representation is significant in education.
There are many specific reasons why diversity is key in the classroom and schools, including: Diversity brings new perspectives into a classroom. Students of different genders, races, backgrounds, etc. bring various thoughts into a classroom.
More classroom diversity prepares students for their future. The world around us is increasingly culturally diverse. It’s extremely likely that students will be working in a field that is incredibly diverse, and classroom diversity can help prepare students for that future. It increases their cultural awareness in a classroom setting, helping set them up for success in their future.
A.This encourages a classroom discussion and learning opportunities. |
B.Research shows that diverse classrooms improve learning results for every student. |
C.People have different views on the impact of classroom diversity. |
D.There are many educational benefits from introducing new thoughts on cultural differences in a classroom. |
E.Having respect and kindness for culturally unique individuals will help them succeed in a career where it is likely that they will interact with those of different races and cultures. |
F.Students feel more confident about themselves in a classroom full of diversity. |
相似题推荐
【推荐1】It's easy to spend all day searching for inspiration. You can find incredible videos, articles, and news stories, and email them out to your friends. But the best type of inspiration comes from applying those outside bits of motivation to your own goals.
Make no mistakes: It's important to be a learner. Successful people in all fields soak up (获取)new information.
But here's the problem: consuming the success and ideas of others is passive inspiration. Every time you watch a video, read an article, or listen to an interview, you're practicing passive inspiration.
In fact, we too often spend our lives consuming the world around us instead of creating it. Sure, there is some motivation in other people's ideas, but don’t forget about the power your actions have to inspire you.
A.Actually, the inspirations are much beyond thinking. |
B.The best inspiration comes from the application of ideas. |
C.Instead, we discover what is important to us through active inspiration. |
D.They find inspiration and motivation in the work and success of others. |
E.You might learn something, but you don't actually have to do anything. |
F.But creating, producing, and experimenting is what drives you forward. |
G.The act of creating things, applying new ideas and making mistakes is helpful. |
【推荐2】I have frequently taught Research Methods and Design to college students at several institutions. I love teaching this course. One reason, of course, is that I enjoy thinking about research methodology (方法学) and sharing it with others. The other reason, however, is the obvious impact that it has on students. Every term, one (if not more) student tells me how taking this course has affected him/her: “I used to just read articles and believe what they said, but now I find myself asking ‘Is this true? How do they know? Is this a well designed study?’ ” That is what I want the students to achieve in this course.
This brings to mind something written by Dorothy L. Sayers in 1948. One of her books, The Lost Tools of Learning speaks to Sayers’ thoughts on education. “By teaching our young men and women to read, we have left them at the mercy of the printed words. By the invention of the film and the radio, we have made certain that no dislike for reading shall protect them from the constant battery of words, words, words. They do not know what the words mean: they are victims to words in their emotions instead of being the masters of them in their intelligence.”
We are well past the 1940s, but her observation is still relevant. Sayers’ point is well taken. In the world of 24-hour news and social media that often resembles the Wild West, the ability to carry out evaluations has never been more important. In order to resist the distortions with which we are constantly bombed in the media, as well as be able to present a persuasive argument, we must be able to reason well, and think and give a judgement carefully.
When my students begin the Research Methods and Design course, they are generally not content to read all those research article I give. However, by the end of the course, they are excited about their newly obtained abilities.
1. What is the author’s course goal for her students?A.Reading more books. | B.Thinking critically. |
C.Designing studies well. | D.Questioning themselves. |
A.It was beneficial to learners’ development. |
B.It was conventional by teaching learners to read. |
C.It was satisfying with the invention of film and video. |
D.It was worrying because learners were subject to words. |
A.Popular news. | B.Various evaluations. |
C.Misleading information. | D.Persuasive arguments. |
A.To review a book. | B.To introduce a writer. |
C.To criticize social media. | D.To suggest a practical skill. |
【推荐3】In a recent study of healthy volunteers, National Institutes of Health researchers discovered that our brains may replay memories of learning new skills when we rest.
NIH researchers have mapped out the brain activity that flows when we learn a new skill, such as playing a new song on the piano, and found that during short rest the volunteers’ brains rapidly and repeatedly replayed faster versions of the activity seen while they practiced typing a code. The more a volunteer replayed the activity the better they performed during subsequent practice sessions.
The study was conducted at the NIH Clinical Center. The team of Dr. Cohen, M.D. , senior investigator at the NIH’s National Institute of Neurological Disorders and Stroke (NINDS), used a highly sensitive scanning technique to record the brain waves of 33 healthy, right-handed volunteers as they learned to type a five-digit test code with their left hands. The subjects sat in a chair and under the scanner’s long, cone-shaped cap. An experiment began when a subject was shown the code “41234” on a screen and asked to type it out as many times as possible for 10 seconds and then take a 10 second break. Subjects were asked to repeat this cycle of alternating (交替的) practice and rest sessions a total of 35 times.
During the first few trials, the speed at which subjects correctly typed the code improved dramatically and then leveled off around the 11th cycle. In a previous study, Dr. Cohen’s team showed that most of these gains happened during short rests, and not when the subjects were typing. Moreover, the gains were greater than those made after a night’s sleep and were related with a decrease in the size of brain waves, called beta rhythms. In this new report, the researchers searched for something different in the subjects’ brain waves.
“We wanted to explore the mechanisms (机制) behind memory strengthening seen during wakeful rest. Several forms of memory appear to rely on the replaying of neural (神经的) activity, so we decided to test this idea out for procedural skill learning,” said Ethan R. Buch, Ph.D., a staff scientist on Dr. Cohen’s team and leader of the study. To do this, Dr. Buch developed a computer program which allowed the team to understand the brain wave activity associated with typing each number in the test code.
Interestingly, they found that the more a volunteer replayed, the better their performance was. “We were a bit surprised by these last results. Overall, our results support the idea that the replay activity during waking rest may be a powerful tool that researchers can use to help individuals learn new skills faster and possibly facilitate recovery from stroke.” said Dr. Cohen.
1. What have NIH researchers recently found?A.The brain activity slowly flows when we learn a new skill. |
B.The value of short practice sessions can’t be overestimated. |
C.Short rest makes no difference to the neural replay of the activity. |
D.The frequency of brain replay contributes to practice performances. |
A.The process of the research. |
B.The facilities of the research. |
C.The application of the research. |
D.The preparations of the research. |
A.To distinguish the first 11 cycles from the later ones. |
B.To confirm the role of neural replay in skill learning. |
C.To explore the potential effects of procedural learning. |
D.To find out the reasons for the changes in brain waves. |
A.Acceptable. |
B.Promising. |
C.Shallow. |
D.Dismissive. |