⭕Issue No.: HB20250818E    ⭕Date: Aug. 18, 2025   ⭕Author: Global TEAM Model Education Research Institute

HiTeach is a smart teaching platform built on the ICE characteristics of Intelligence, Convenience, and Efficiency. With over 25 years of R&D experience since 1999, this platform has developed digital learning technologies that keep pace with the times, integrating hardware, software, AI, and big data to provide comprehensive teaching and learning services. It encompasses the four major learning subsystems of the TEAM Model: e-Teaching, e-assEssing, e-diAgnosing, and e-reMediation. This platform fully supports teachers in implementing in-class differentiated learning and post-class adaptive and personalized self-directed learning paths.
   

I. In-Class Collective & Differentiated Learning

The HiTeach platform features powerful classroom teaching strategy modules for whole-class collective/collaborative learning (group learning), including cooperative learning, interactive learning, task-based learning, quiz-based learning, differentiated learning, peer assessment, collaborative learning, and game-based learning. These classroom strategy modules can also be combined with each other to form complete learning cycles. For example, a learning cycle can start with the task module for student self-study, followed by the collaboration module for in-group cooperative learning, then the peer assessment module for inter-group peer learning, and finally, the differentiation module, where the teacher guides students through in-class differentiated learning.

During in-class collaborative activities, teachers can introduce HiTeach AI to assist with teaching at any time, such as AI sentence analysis, AI speaking practice, AI grading of assignments (quizzes), and calling upon AI GPT at any time to assist with scoring, commenting, analyzing, summarizing, and generating questions from classroom learning data. Leveraging AI support resources enhances the quality and effectiveness of in-class differentiated learning activities.
   

II. Post-Class Personalized Self-Directed & Adaptive Learning

The HiTeach platform features a powerful curriculum system support system. By utilizing the complete learning process records from in-class collaborative activities, it fully supports teachers in implementing post-class adaptive and personalized learning paths. Therefore, the HiTeach platform is an adaptive learning platform. For example, by using learning assessment data from teacher evaluations, AI evaluations, and peer assessments, and AI-assisted analysis of learning records from cross-class subject assessments, teachers can use a learning data dashboard to make learning diagnoses and personalized learning path decisions for each student. This includes mastery paths, foundational paths, remedial paths, differentiated paths, and precise smart incorrect question practice.
   

III. The Framework of HiTeach Platform's Learning Path for In-Class Collective Differentiation and Post-Class Adaptive Self-Directed Learning

The overall framework for adaptive and personalized learning on the HiTeach platform is based on the core philosophy of spontaneity, interaction, and common good. It aims to be implemented in the organizational structures of classes, schools, and academic districts, and the HiTeach platform's curriculum knowledge system is designed accordingly. At the same time, AI Sokrates technology is introduced to assist with teacher professional development, promoting systematic, large-scale, and regular application of digital transformation in teaching.

The HiTeach platform's curriculum knowledge system can leverage the platform's structured curriculum syllabus function to create structured and differentiated (A-mastery, B-foundational, C-remedial, D-differentiated) and sequential course resources. This includes arranging the necessary teaching materials (e-books, PowerPoint, HTEX, PDF, images, videos, web hyperlinks), AI quizzes, AI questions, and integrated resources from publisher-provided AI-embedded digital textbooks into a structured curriculum syllabus, gradually building a school-based curriculum knowledge system.  

IV. Self-Directed Adaptive Learning Paths under Teacher Professional Guidance

The HiTeach platform is an Adaptive Learning Platform (ALP) that places in-class collaborative learning at its core, complemented by post-class adaptive self-study. Through the platform’s adaptive dashboard, and with the support of Generative AI (GAI), teachers can design personalized adaptive learning paths for every student. Learning paths are designed in alignment with the school’s structured classroom framework, ensuring that in-class collaborative learning remains the central axis while integrating targeted post-class self-study. Classroom learning records are analyzed to adaptively arrange each student’s pre-class preparation and post-class reinforcement, creating a seamless and personalized learning experience.

As illustrated in the Self-Directed Adaptive Learning Paths under Teacher Professional Guidance diagram, learning paths are built around a common classroom learning axis, ensuring collective progress, while differentiated paths are developed to reflect each student’s needs, interests, abilities, and prior experience. These paths vary in difficulty, content, and workload, while also offering choice, meaningful challenge, and a sense of accomplishment. At every stage of the collaborative classroom process, AI-powered diagnostics and personalized recommendations drawn from classroom reports guide students in self-directed adaptive learning, fostering autonomy while maintaining continuous teacher oversight.

V. Learning Scenario Example:

The HiTeach platform's learning path for in-class differentiated collective learning and post-class adaptive self-directed learning can be likened to a teacher leading a class on a mountain climbing expedition.

For example, in a "climbing to the summit" project, the goal is for every student to reach the final peak. Some students might find the climb challenging and need to take a break, use extra gear, or follow a slower, alternative route.

The teacher, acting as a guide, provides differentiated support. At each designated checkpoint or "base camp" (like a course milestone), the entire group gathers to ensure everyone is ready before setting off together again. This approach ensures that while every student uses a differentiated method to reach the milestone, the core requirement is that everyone, regardless of their pace or needs, successfully reaches the destination.