In the following passage, each blank is numbered, and five words are suggested for each. Choose the word that best fits the blank.

For decades, there has been evidence that classroom techniques designed to get students to ______________ (95) in the learning process produce better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study shows that, though students felt as if they learned more through _____________(96) lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers, the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from ____________ (97) learning.”

The question of whether students’ perceptions of their learning ____________ (98) with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel ________________ (99).

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions.

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are _____________ (100) into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

**Question:** Which word best fits the blank numbered (96)?

Question

In the following passage, each blank is numbered, and five words are suggested for each. Choose the word that best fits the blank.

For decades, there has been evidence that classroom techniques designed to get students to ______________ (95) in the learning process produce better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study shows that, though students felt as if they learned more through _____________(96) lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers, the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from ____________ (97) learning.”

The question of whether students’ perceptions of their learning ____________ (98) with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel ________________ (99).

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions.

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are _____________ (100) into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

**Question:** Which word best fits the blank numbered (96)?

Accepted Answer

**Solution:**

1. The sentence discusses students feeling they learned more through a certain type of lectures.

2. The word "traditional" fits perfectly as it contrasts with "active-learning strategies" mentioned later in the passage.

3. Other options like "myriad" (meaning countless), "innovative," or "interactive" do not align contextually with the passage's emphasis on conventional lectures.

4. Therefore, "traditional" is the most appropriate choice for blank (96).

**Answer:** Traditional

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