The Practice of Collaborative Community and School-based Curriculum
A critical educational reformation in Taiwan is the new curriculum executed in September of 2019. The contents affecting education from elementary to senior high school values coherent and integrated course development, and promotes a requirement for systematic lesson reformation in schools with core literacy as the main axis for course development. “If you want to go fast, go alone, if you want to go far, go together.” Facing the new curriculum reformation from lessons to teacher organization, collaborative communities are formed to cohere the wisdom of teachers and share the core knowledge of various fields for making diversified interdisciplinary connections, building course structures, material systems, lesson models and teaching processes that are more effective, and creating new changes. Teachers preparing collaboratively
In addition to normalized gathering and discussion, a collaborative community relies on improving technology and various prosperous teaching platforms for cohering strength and exercising influence. The convenient sharing mechanism of the platforms help teachers expand from individual behavior to the construction and renewal of teachers and relevant communities. A community can easily cross the limits of time and space, work together in exploring and sharing teaching practices, form a path to and motivation for shaping of teacher culture, and achieve the goal of knowledge sharing between teachers. Furthermore, teaching materials are changed from papers to digitized and dynamic multimedia teaching resources. This allows for online tests and interactive learning missions, as well as the designing of dynamic models for evaluation and analysis. Under the internet environment, the teaching resources can be edited, accessed and copied anywhere at any time. The diversified teaching resources help teachers in further planning diversified and adaptive teaching activities according to their students’ learning style, region, language or competence to increase the students’ willingness to participate. Teachers using Ai technology for collaborative preparation and discussion
A sound resource platform will help a school or educational institute establish a systematic course system for realizing the idea of building, preparing and sharing resources collaboratively. The “school-based curriculum” building model developed by TEAM Model Smarter Education System integrates diversified teaching resources, such as teaching materials in the form of document, picture, audio and video. It has refined a course overturning self-learning model that make connections using videos (Youtube, Junyi Academy, Web) for combing the online interaction function and arranging student evaluation tests. With the online response function, teachers can provide different learning guidance and supplementary teaching materials according to students’ learning evaluation results. The platform can be used to plan school-based lessons for resource collection by the school and for visualization of teaching achievements. Teacher communities can prepare classes collaboratively, gather their wisdom, integrate resources, and record resources before, during and after classes. In addition, through account integration, the editing and sharing of curriculum resources for cross-school collaboration and exchange can be more convenient. These sharing cloud teaching resources can be imported or downloaded directly in smarter classrooms for complete connection between the cloud and the ends. This is a teaching innovation in the internet. The “School-based Curriculum” developed in the TEAM Model Smarter Education System allows teachers to access online resources
The new educational reform has brought teachers new challenges and groundbreaking teaching innovations. Through collaboration between on- and off campus communities, positive reciprocal relationships among teachers are built to apply appropriate information technology and innovative platforms for gathering resources effectively and promoting the systematic building and sustainable development of courses. Teachers are expected to grow with time and cohere the ethos of spontaneity, interaction and common good to accompany each child in their adaptive growth and learning.
