TEAM Model Smarter Education Supporting System has been widely, systematically and normally applied in more than ten countries and regions globally. Global TEAM Model Education Research Institute (GTERI for short) integrates the academic researchers and practitioners of smart education to focus on the research of TEAM Model smarter education, in order to establish a global research platform of smart education and educational big data research center. The center will gradually extract and provide the professional smart education services, including Teacher Professional Development (theory), Big Data In Education (norm), Smarter Lecture Database (case), and Global Collaboration and Communication (mechanism), to become the smarter education research institution leading in the innovation of worldwide education.

The Sokrates Channel has collected tens of thousands of excellent teaching plans and teaching examples, established the AI Smarter School exclusive channel, and provided a teacher professional development platform for the global smart teachers to watch, discuss and communicate with the public, so as to promote the spread of smarter education and accelerate the teacher professional development.

Lesson Example: “Remember Me – Creative Self-Introduction” (English)
Participating Teacher: Shuo-Huan You, Long Tan Junior High School
Participating Class: 8th Grade

Sokrates Video of  “Remember Me – Creative Self-Introduction”(AI page)

 

Introduction on lesson example:
The objective of “Remember Me – Creative Self-Introduction” is to introduce oneself in English. The lesson involves interesting and practical exaggerative and metaphoric sentence patterns for guiding students step by step in creating their own characteristic self-introduction. The teacher applied diversified teaching strategies to encourage the students to bring up questions, discuss and learn collaboratively. Weibo is also used for developing comprehensive daily life activities to achieve the goal of effective English teaching.

Different Views – Group Learning
Discussion with video clip /Clip time: 00:39:04

Push – Send Work – Answer – Add Points

The teacher pushes a page to students’ tablets to encourage them to work together and explore actively the uniqueness of a Self-Introduction; two students are allowed to provide answers for receiving added points. This inducts the core knowledge, i.e. metaphor and exaggeration, and brings out the theme of the lesson, “Remember Me – Creative Self-Introduction”.

Different Views – Group Learning and Diversified Assessment
Discussion with video clip /Clip time: 01:04:13 

 

Students read two creative self-introductions to their partners in the order of red, blue, yellow and black, and pick the best work in the group.
Extend peer-assessment between students, integrate it in the new mission of comprehensive activity – “Post on Weibo”, deliver the group’s results, and invite students to vote for the best post. This is true interactive learning!

Lesson Example: “Survival on a Desert Island” (Science)
Participating Teacher: Jun-Hong Pan, Jing-Guo Junior High School
Participating Class: 8th Grade
 

Introduction on lesson example:
This lesson realizes the teaching objective through three phases. The teaching activity is based on experiment for analysis and verification; the development activity facilitates learning transfer through real scenarios; the comprehensive activity analyzes real life examples with scenarios. Students are expected to learn the meanings of pressure and ultimate pressure through discussions. Groups learn collaboratively to perform experiments and acquire and analyze data, determine results of experiments, and further discover the application of the pressure principle in life.


Different Views – Group Learning
Discussion with video clip /Clip time: 00:33:32 

With a mission-oriented strategy, bring up an application problem: how to use a caramel to gain access to coconut water, and let the groups perform collaborative experiments. The teacher provides the scaffold (hint) at the right moment to help the students clarify the concept and solve the problem.

Different Views – Individual Learning
Discussion with video clip /Clip time: 00:04:40

In the pretest executed with the data collection equipment, have the students think about this question: Why did the rubber boat sink?

Visual Thoughts – Group Learning 
After the students respond intuitively, the teacher includes the factors of weight and number of thumbtacks under the feet, and asks the question again. The teacher inquires the students whose first and second answers were different about the factors that changed their answer, give rise to the students’ curiosity, and conduct a class discussion.


Lesson Example: “What would you like for lunch?” (English)
Participating Teacher: Zi-Ting Lian, Yi-Zing Elementary School
Participating Class: 5th Grade
 

Introduction on lesson example:
Ms. Lian’s “What would you like for lunch?” uses “get to know food” as the story scenario, and includes vivid videos and learning activities, such as riddles, group bingo and mission cards, to stimulate the students’ passion for learning. In the gamification of learning, the students gradually become familiar with important vocabulary and target sentence patterns, learn concepts of foods related to culture and life, and apply them in real life.


See Differences – Group Learning
Discussion with video clip /Clip time: 00:39:00

Group Learning + Class Interaction
Discussion with video clip /Clip time: 00:19:01


Lesson Example: “Enjoy Words” (Art and Culture)
Participating Teacher: Xin-Yao Huang, Yang Mei Junior High School
Participating Class: 7th Grade

Introduction on lesson example:
This art and culture lesson highlights the central idea of “enjoy oneself, enjoy words, enjoy all joy”. This is a smart lesson that combines appreciation, creation and application. By using Taiwan’s traditional tiles and text design as materials, Ms. Huang introduces the composition formation of aesthetics and structure. Technology interaction design is applied cleverly to bring back the students’ interest in learning, learn designing methods through traditional culture and Chinese characters, develop creation activities conducted using names, and guide the students in reflecting the importance of cultural heritage and themselves.


Objectification tool:
Use collages of characters and tiles for learning transfer, and make good use of the objectification functions, i.e. rotate and drag, to put characters in the four-grid frame for arrangement and combination. This is very creative!

Discussion with video clip /Clip time: 00:23:35 

 

Introduction on lesson example:
Through a two-phase team work experience activity (pairs and groups), this lesson combines the guiding techniques of collage teaching and 4F thinking to lead the students in the discussion, thinking and learning of four aspects (fact, feeling, finding and future) for them to experience the course of teamwork, observe facts, feel the changes of others and external things, find viable strategies and methods for teamwork, and try to apply what they’ve learned to solve problems in daily life. Realize the ethos of general activity learning, i.e. experience, reflection, practice, diversity and deliberation.


Understand Charts for Synchronized Minds
Discussion with video clip /Clip time: 00:20:41

IRS (Interactive Response System) is used after the activity is conducted. It is known from the charts that everyone finds it difficult. Group discussions are carried out from the graphic process to the interactive process.