It is gratifying to see that smarter lessons based on smart classrooms have gradually transformed traditional education and are becoming the mainstream. Over the past decade, I have regularly conducted teaching activities within the HiTeach Smarter Classroom environment (the core of the TEAM Model Smarter Education Support System)—including IRS Smarter Classrooms, TBL Smarter Classrooms, and 1-to-1 Smarter Classrooms. I have experimented with new teaching models, discussion lessons, and review lessons, while researching the similarities and differences across subjects such as language, math, science, and social studies.
In the process of my ongoing research into smart classroom models, I frequently visit schools across different regions to share and demonstrate these methods. Based on this wealth of experience, I researched and distilled the "Heart-To-Heart" model and its lesson examples, making it easier to replicate and disseminate the smart classroom concept.
These three lesson examples demonstrate the three levels of deep classroom integration within the TEAM Model Based Smarter Learning (TBSL) methodology: student-centered high interaction, synchronous differentiated instruction, and collective 1-to-1 learning. The "Heart-To-Heart" model is divided into four stages: Focus, Learning, Expansion, and Achievement. It fully utilizes the four data-driven decision-making scenarios of the TBSL strategies. The key points of this model include student-oriented teaching, in-class interaction, data-based strategies, diversified material design, and group learning environments. This guide aims to assist teachers in grasping the concepts of lesson design within the HiTeach ecosystem.
The "Heart-To-Heart TBSL Model" is the culmination of years of experience using the HiTeach smarter classroom. It is an intelligent model applicable across multiple subjects. By deeply integrating Subject Material Contents (C), Group-Learning Pedagogy (P), and the Smarter Teaching Supporting System (T), teachers can create an engaging atmosphere that helps children concentrate and heightens learning effectiveness.
The mindset of this teaching model is to help students continuously reach "Focus", "Learning", "Expansion", and "Achievement", which constitutes a smarter learning cycle. The key points of the model are as follows:
In a smart classroom equipped with technology that collects data quickly, class members can understand each other's thoughts—between teachers and students, or among peers—simply by interpreting charts, helping everyone concentrate on the learning context.
With rapid data collection and analysis, teachers can monitor learning conditions and select corresponding strategies. For example, using a "Second Answering" mechanism helps clarify why students change or retain their opinions, thereby achieving learning goals.
Data collecting devices (IRS, tablets, smartphones) gather different opinions instantly, allowing students to share, probe, and listen to a diversity of thoughts within a group or between groups, expanding their multidimensional abilities.
Using valid data provided by the technology, teachers can make effective decisions and conduct differentiated teaching and learning activities to benefit both individual groups and each specific student.
Figure 1. Diagram of the teaching approach of the Heart-To-Heart modelThis sample is a practical application of the "Heart-To-Heart Model." It combines Team-based Learning (TBL) with the HiTeach Smart Teaching System, aiming to "attend" to each child's learning situation, "enhance" their learning effectiveness, and "foster" their diverse development.
The lesson is designed to make students aware of regular correlations between shapes and numbers, and to describe them through observation, probing, and discussion. The teaching plan starts with shape contrasting. Then, students observe a series of shapes and numbers to figure out the regular correlations. Through this process, the teacher guides them to deduce the arithmetic approach: an=a1+(n-1)×d. Finally, integrating real-life examples into the questions helps combine learning with reality.
Regarding teaching materials, teachers design multiple-choice questions to instantly acquire students' prior knowledge at the beginning of the class. During the lesson, teachers use specific questioning designs to uncover students' misconceptions, and then conduct a "Second Answering" strategy to facilitate peer discussion, clarify correct concepts, and evaluate the learning process.
(i) Focus: Comprehend diagrams to build rapport
Teachers ask questions; students answer via IRS, instantly displaying statistical results. Through these real-time charts, class members get to know one another's thoughts and discuss the outcomes.
Figure 2. Presenting Statistical Bar Chart in Class(ii) Learning: Review the thinking process to inspire change
Teachers ask questions and show the statistical results to reveal different opinions within groups. After discussion, students answer the questions again (Second Answering). This helps teachers understand who changed their thoughts and why, ultimately achieving the teaching aims.
Figure 3. Bar Chart of Second Answering(iii) Expansion: Embrace diverse thinking with different opinions
Teachers push materials to group or individual tablets. Students submit their work back to the teacher's terminal. The teacher can then showcase a variety of opinions, allowing students to conduct intragroup or intergroup sharing.
Figure 4. Send Materials Promptly and Show the Answers(iv) Achievement: See the difference and teach to individual aptitudes
Teachers conduct teaching strategies based on statistical analysis. For example (Figure 5), the teacher can directly join the discussion of Group 2, while Groups 1, 3, and 4 fulfill their tasks through peer teaching. Real-time differentiated materials can also be distributed accordingly.
Figure 5. Teachers Conduct Strategies Based on Data AnalysisThe sample lessons are based on the math unit: "Regular Patterns of Shapes." The instructional designs target three different levels: "Student-Centered High Interaction," "Synchronous Differentiated Instruction," and "1-to-1 Learning." The comparisons are as follows:
This lesson takes place in a HiTeach TBL Smarter Classroom. The design mainly focuses on "individual thinking and answering" followed by "group discussion and sharing." Students first answer via IRS. If the passing rate is over 80%, the teacher randomly picks a student to share, then moves on. If it's between 50% and 80%, group discussion occurs before a second attempt. If it's below 50%, the teacher reteaches the concept before testing again.
Figure 6. Diagram Based on Data StrategiesThis lesson refines the previous model by using group statistical data to formulate differentiated learning. Students are categorized by their capacity (answering types). For example, if option (1) represents highly capable students, (2) average, and (3) those needing help, the teacher pushes text-only materials to Group 5, materials with partial clues to Groups 1 and 6, and detailed clues to Groups 2, 3, and 4 to facilitate peer teaching.
Figure 7. Teachers Conduct Strategies According to Data Analysis
Figure 8. Illustration of Data Strategies and Pushing Diversified Teaching MaterialsThis sample utilizes the HiTeach 1-to-1 Smarter Classroom. It overcomes the limitation of only being able to push materials to "group tablets." By analyzing the data, the system directly sends differentiated materials to the individual tablets of each student based on their specific answers, truly fulfilling personalized and differentiated learning.
