2018 年刊

2018-19

The Way to Smarter Education

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2018-19

The Way to Smarter Education

2018 年 11 月 出版

發行人 / 張奕華 發行單位 / 臺灣科技領導與教學科技發展協會

單位地址 / 臺北市大安區信義路三段 149號 8樓之一 信箱 / taiwantlitda@gmail.com ttlitda@qq.com

編輯顧問 / 吳權威 編輯群 / 全球科技領導與教學科技高峰論壇 大會秘書處

2018-19

AI 智慧學校發表 臺北市立懷生國中 新北市私立辭修中學 臺北市立大學附設實驗國小 臺北市私立新民國小

聚焦 年度智慧教育 智連環學習法 智連環學習法理念之課例研究 - 欣心相印模式 同步差異化教學 現代化因材施教 醍摩豆 TEAM Model如何支持 STEAM教育之實踐 -以中國四川成都紫藤小學田再來老師的《遠洋巨人號》為例 AI智慧教練，運用大數據之「同課異構」與「同課同構」 醍摩豆智慧教育研究院

發現 創新改變 2018科技領導卓越獎 2018智慧課堂創新獎

智慧教育 承先啟後 智慧教育之教師專業發展理論與案例 醍摩豆智慧教育樹

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The Way to Smarter Education Featured AI Smarter Schools Huai Sheng Junior High School Tsz-Shiou Senior High School Affiliated Experimental Elementary School of University of Taipei Taipei Xinmin Private Elementary School

Focus‧Annual Smarter Education TEAM Model Based Smarter Learning Lesson Case Study on the Principle of TEAM Model Based Smarter Learning The Heart-To-Heart Model Synchronous Differentiated Instruction Modernizing teaching students in accordance with their aptitude How TEAM Model Supports Teachers and Schools in Carrying Out STEAM Lesson with Heterogeneous Pedagogy vs. Lesson with Homogeneous Pedagogy Global TEAM Model SMART Education Institute

Discover‧Innovation‧Change 2018 Technology Leadership Excellence Award 2018 Innovative Smarter Lecture Award

Carrying on Smarter Education Teacher Professional Development of Smarter Education: Ideas and Cases TEAM Model's Tree of Smarter Education

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理事長的話 在全球各地教育相關單位與團體的共同努力下，臺灣科技領導與教 學科技發展協會自 2012年起舉辦「全球科技領導與教學科技高峰論 壇」，成功開啟全球與兩岸對於科技領導與智慧教室創新教學的討論 與對話。每年邀請全球各地的教育專家、學者、領導、校長分享科技 領導新知與發展智慧教育的豐碩成果。 2018年是高峰論壇的七週年，我們總結了過去發展的經驗，將今年的 年度主題定為「教育大數據與 AI人工智能」，期望能藉由高峰論壇， 提升教育競爭力，持續擴大「智慧教育．全球同步．兩岸同行」的影 響力。 在科技蓬勃發展的浪頭上，結合大數據及 AI人工智能，將能更加速教 師專業成長。透過 AI詳細紀錄課堂中的各項教學數據，便能夠總結分 析出師生之間的教學互動模式，教師科技應用的純熟指數，並為教學 過程產生重點切片，有效幫助教師提煉更卓越的教學模式，進一步探 究「以學生為中心」的課堂教學。 本刊更收錄〈智連環學習法〉及〈智連環學習理念之課例研究 -欣心相 印模式〉專文，詳盡介紹如何將教材 (C)、教法 (P)與科技 (T)，TPC 三者深度融合，建構「以生為本，高效互動」、「數據決策，同步差 異化」、「因材施教，群學一對一」的智慧課堂，也再再應證了，運 用智慧教室系統，可以達到過往難以達成的學習效果。 為了更深刻體現「智連環」學習法成效，依循著日趨成熟的智慧課堂 團隊競賽模式，在本次高峰論壇中，辦理第一屆「大師盃智慧課堂團 隊競賽」，希望藉此活動，讓來自國際的教育專家與優秀的教育工作 者，能有更多良性的交流。

大師盃邀請各校菁英智慧教師組成賽隊，進行現場公開觀議課，感謝 這群優秀的智慧教師，不斷琢磨、精進自己的精彩課堂，為這次盛大 活動揭開序幕，活動中的每一堂課都被完整記錄並生成課堂切片與分 析報告，藉由這樣的實踐成果，相信與會的教育工作者都能了解到 AI 技術成就教師專業發展的軌跡。 智慧教育的成果並非一蹴可幾，每一分成就都來自於所有教育工作者 的熱情投入，在本刊中，看見許多實際案例著實令人振奮。期許此次 大會能讓科技領導的智慧與經驗，激盪出更多教育創新的火花，幫助 全球各地發展智慧學校與智慧城市，實踐「一對一」理想的智慧教育！

臺灣科技領導與教學科技發展協會 理事長

From the Director With joint effor ts by educational organizations and affiliated associations, the “Global Technology Leadership and Instructional Technology Summit” held

by Taiwan Technology Leadership and Instruc tional Technology Development Association ( T TLITDA) since 2 0 1 2 h a s s u cce s s f u l l y i n i t i ate d t h e d i s c u s s i o n a n d dialogue on technology leadership and innovative smarter classroom teaching between Taiwan, China and the world. Experts, scholars, leaders and principals are invited every year from all over the world to share new knowledge on technology leadership and achievements in smart education development.

2018 is the seventh year of the Summit. Summarizing development experiences in previous years, we have set “Big Data and AI Technology in Education” as the theme for this year with the expectation of elevating education competitiveness and expand continuously the influence of “Smarter Education, Global Synchronization, Crossstrait Companionship” through the Summit.

Given the maturity of the competition model of smarter lecture, we are hosting the “Global TEAM Model Smarter Lecture Contest” as an activity of the Summit hoping to form more constructive interactions between education experts and excellent educators from around the world.

Elite smarter teachers from primary and secondary schools worldwide are invited to compete in the Contest through public lesson study. We appreciate these outstanding smarter teachers for sharing their splendid lectures and for kicking off this grand event.

As technological development matures day by day, the use of big data and AI technology will be able to help the growth of teachers’ professional development more effectively. Through the various teaching process data recorded automatically during lectures, AI can summarize and analyze the teaching interaction model between teachers and students as well as the proficiency index in technology application, thereby

e n a b l i n g t h e p ro d u c t i o n o f k e y p o i nt s e c t i o n s fo r teaching processes to effectively help teachers design better teaching models, in addition to allowing the f u r t h e r i nv e s t i g a t i o n o f “s t u d e n t - b a s e d ” l e c t u r e s .

Records, lecture sections and AI analysis are carried out for ever y lec ture in the Contest this year. With such accomplishments, we believe the par ticipating educators will understand the development of teachers’ expertise achieved through AI technology.

Furthermore, this periodical includes articles on “TEAM Model Based Smarter Learning” and “AI Case Study on the Principle of TEAM Model Based Smarter Learning – the Heart 2 Heart Model” for introducing the TEAM Model Based Smarter Learning method integrated with content (C), pedagogy (P) and technology ( T ). From student-based interaction (i.e. smarter lectures based o n h i g h l y e f fe c t i ve i nte ra c t i o n s w i t h s t u d e nt s ) , to synchronous differentiation (i.e. smarter lectures with synchronous differentiation of data decisions), and then to one-to-one group learning, (i.e. smarter lectures for one -to-one learning by teaching in accordance with aptitudes), the clever applications of smarter classroom systems are integrated to achieve learning results that used to seem impossible to reach.

The accomplishments of Smar ter Education are not reached at a single leap because each result comes from the passion and investment of all educators. You will read about many exciting cases in this periodical.

We hope that this conference will allow the wisdom and experience of technology leaders to fire up more sparks of educational innovation to help the world develop smarter schools and cities, thus realizing the ideal “oneto-one” smarter education.

Taiwan Technology Leadership and Instructional Technology Development Association Director,

AI 智慧學校 發表 智慧學校發表暨 2018 大師盃—智慧課堂團隊競賽

大師盃智慧課堂團隊競賽，旨在促進智慧學校發展與智慧城市之間的交流，由多個教師組成團隊參加 競賽活動，教師在活動前的準備階段，可系統性地規劃並實施跨學科的培訓、共備、觀議課，是最有 效能的教師專業成長模式，也是促進跨領域合作的好方法。 同時，透過智慧課堂競賽活動，分享各地最傑出的、可複製的智慧課堂模式，促進現代教育理念推廣 與實踐。

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Featured AI Smarter Schools

Global TEAM Model Smarter Lecture Contest The Global TEAM Model Smarter Lecture Contest aims at facilitating the exchange between the development of smarter schools and cities. The competitive activities are participated by teams of teachers. During the preparation stage before the event, the teachers would systematically plan and implement cross-subject training, joint-preparation, and observe classes, which is the most effective professional development model for teachers, and is also a perfect method for promoting cross-field cooperation.

Meanwhile, we share the most outstanding and replicable smarter lesson samples through smarter lecture competitive activities, in order to facilitate the promotion and practices of modern education concepts.

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臺北市立懷生中學

校長簡介

臺北市立懷生中學

陳政翊

校長

學習歷程 國立政治大學教育學系教育行政組博士 國立政治大學學校行政碩士 國立政治大學教育學系（歷史輔系）

經歷 教務主任、學務主任、總務主任、教學組長、訓育組長 學校經營理念 一、教育無他，惟愛與榜樣。 二、教育就是在熱情與創新的信念中成就每一個孩子。 三、尊重悅納多元價值、合作共榮學校品牌。 四、專業就是：認真做對的事、認真把事做對、認真做就對了。 五、以優質行政管理為基礎，精進教師專業與學生學習發展，精緻學校經營。

學校願景 一、學校發展願景：懷抱生機、探索體驗、多元創新、主動關懷、放眼世界。 二、學生學習圖像：以全人教育為辦學之核心，培養有氣質、有禮貌、知恩感恩、勤學有序的學生。 三、教師專業圖像 (MP3):專業道德、 專業知能、專業熱忱、專業耐力。 四、家長參與圖像 (PDA): 充滿熱忱 (Passion)、服務做事 (DO)、積極參與 (Attend)。

校務發展目標 一、培育具文化底蘊且具備「品格力、體魄力、學習力、毅志力、未來力」五大核心能力的世界公民。 二、以學生學習為主體，培養負責守紀、愛己愛校、勤學奮發之懷中青年。 三、深耕與精進輔導行動力，建立零中輟、零拒絕，一個都不少之友善校園。 四、增進教師專業知能，導入智慧教育教學模式，提昇教師教學品質，達成學生有效學習。 五、運用 PDCA優質行政管理理念提昇行政效能，塑造民主多元、包容尊重、溫馨和諧的校園文化。 六、創造優質校園環境，爭取有形肯定，營造一流形象及具有特色之智慧學校。 七、積極整合社區資源，建立學區學校上下對接之策略聯盟，加強學校行銷，發展學校與社區之夥伴關係。

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Huai Sheng Junior High School

Huai Sheng Junior High School Principle

Zheng-Yi Chen Education Bachelor of Psychology, National Chengchi University Master of Education, National Chengchi University

Experience Director of Academic Affairs, Director of Student Affairs, Director of General Affairs, Team Leader of Curriculum Section, Team Leader of Student Activities Section

Institute Management Vision 1.

2.

3.

4.

5.

Nothing else is more important than love and making an example in education.

Education is based on the belief of enthusiasm and innovative idea in every child.

Respect and accept multi-values. Cooperate to improve the fame of our institute.

Professional means “do the right thing seriously, take things seriously to make it right and take things seriously then it will turn out right”.

Relying on the excellent academic management as fundamentals, we seek for high-quality academic management. We improve the professionalism of instructors and academic development of students.

Institute Mission 1.

2.

3.

4.

Institute development mission - embracing life, discovery experience, multi-innovation, proactive care and worldwide vision.

Student learning picture - based on holistic education as the core of education, nurture students to become a person having the following characteristics - good temperament, polite, decent to be thankful, diligent working and organized.

Instructor with professionalism (MP3) - Morality, Profession, Passion and Patience.

Parents participation (PDA) - Passion, DO and Attend.

Academic development perspective 1.

2.

3.

4.

5.

6.

7.

Nurture students to become a global citizen with a cultural heritage, while also carries the five core abilities including “character, physical, learning, perseverance and future”.

By placing the student as the main subject of learning, the institute tends to nurture a blessed youth to become a responsible, high self-esteem, school loving and hard working person.

Thoroughly improve and advise students on their motivation. Build a school with a friendly reputation of zero drop-out and denial.

Improve the professional knowledge of instructors; adapt smart education model to improve teaching quality and student learning effectiveness.

Uses PDCA quality administrative management to improve administration effectiveness; create a school with democratic diversification, respect and tolerant, warm and harmonic culture.

Create an excellent school environment and compete for realized achievement; shape the school into a smart and a top-notch figure with its character.

Actively utilize community resources and connect with other schools of above and below grades in the district; improve marketing to develop a partnering relationship between the school and community.

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臺北市立懷生中學

智慧學校成果發表

懷生國中智慧學校 AI 大數據發表暨大師盃活動 智慧懷中、AI 領航 一、前言

懷生國中推動智慧教育已有 5年餘，從草創期的特色教室建置，到現在的班班皆為智慧教室，一路走來，懷中貫徹 「智慧教育 ‧全球同步」理念，投注相當多人力與資源，積極提升教師專業發展與學生學習表現，感謝臺灣科技 領導與教學科技發展協會對學校的支持與協助，懷生國中全體師生獲益匪淺 ! 欣逢「全球科技領導與教學科技高峰論壇暨兩岸教育競爭力論壇」邁入第七年，懷中有幸共襄盛舉，分享豐碩的 發展成果，祝賀「2018第七屆全球科技領導與教學科技高峰論壇暨兩岸教育競爭力論壇」順利圓滿成功 !

二、懷中智慧教室建置歷程 : 資源 3 年到位，3 間→ 11 間→ 25 間 (一 (二 (三 (四

)102年建置 3間智慧教室。 )103年建置 7年級 8間智慧教室。 )104年建置 8、9年級 14間教室。 )104年度完成全年級智慧教室建置，班班有電子白板、實物提示機及 IRS即時反饋系統遙控器等全套設備。

三、智慧共備教師專業社群與增能研習 (一 )106學年度實施情形 :

(二 )107學年度實施情形 :

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Huai Sheng Junior High School

With AI leading the way, Huai Sheng goes Smart I. Introduction Huai Sheng Junior School has been promoting smarter education for more than five years. In the beginning, we only planned to establish some feature classrooms; now our classrooms have all gone smart. All along, Huai Sheng had been staunchly adhered to its idea of “smarter education in sync with the world trend” and invested numerous manpower and resources to enhance teachers’ professional development and students’ academic performance.

We would like to express our gratitude to the Taiwan Technology Leadership and Instructional Technology Development Association for its support and assistance that have truly benefited the faculty and all students.

This year marks the 7th year of the “Global Technology Leadership and Instructional Technology Summit and Crossstrait Education Competitiveness Forum” and Huai Sheng is extremely privileged to be part of the event to share our hard-earned fruits with people. We sincerely wish the 7th Global Technology Leadership and Instructional Technology Summit and Cross-strait Education Competitiveness Forum a great success.

II. The history of Smarter Classroom establishment in Huai Sheng: Resources take 3 years to be in place; classroom number: 3→ 11→ 25 (i). (ii). (iii). (iv).

3 Smarter Classrooms in 2013 8 Smarter Classrooms for the 7th grade in 2014 14 Smarter Classrooms for the 8th and 9th grades in 2015 Finished establishing Smarter Classrooms for all grades in 2015.

Each Smarter Classroom is equipped with an Haboard Interactive Whiteboard, image presenter, and IRS (Interactive Response System).

III. The professional community of teachers engaging in smart and collective lesson preparation and workshops aiming at competence enhancement (i).

Implementation in school year 106

(i).

Implementation in school year 107

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臺北市立懷生中學

智慧學校成果發表

四、智慧課堂實況 (一 )教學 e化

(三 )診斷教學 e化

(五 )公開觀課議課

(二 )評量 e化

(四 )補救教學 e化

(六 )蘇格拉底教學方案

五、結語 隨著數位資訊科技的快速發展，藉由科技進行的教育創新與科技領導不斷快速發展與改變中，值此雲端科技時代， 教育人員應擅用科技領導，引領教育創新，秉持「成就每一個孩子」之教育理念與核心價值，打造新時代的教育 風貌，懷生國中定當持續以智慧教育為帆，努力不懈 !

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Huai Sheng Junior High School

IV. Pictures of students in TEAM Model Smarter Classrooms (i). e-Teaching

(ii). e-assEssing

(iii). e-diAgnosing

(iv). e-reMediation

(v). Open class observation and lesson discussion

V. Conclusion The development of digital and information technologies is happening at an unprecedented pace. Education innovations made possible by technologies and technology leadership are developing and altering ceaselessly. In the era of cloud technology, educators should meticulously utilize technology leadership and be the pioneer of education innovations. We should adhere to the education belief and core value that “every student deserves to be taught� and shape the education landscape for this new age. Huai Sheng Junior School will never stop sailing the ship named smart education.

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新北市私立辭修中學 校長簡介

新北市私立辭修中學

邱一峰

校長

學習歷程 國立政治大學心理學系學士

國立政治大學教育研究所碩士

個人簡介 邱一峰校長在辭修高中服務迄今已滿二十年，期間擔任了四年輔導主任、十一年教務主任、以及四年總 務主任，累積了豐富的學校行政經驗，於今 (2018)年八月接任校長一職。

辭修高中由陳履安先生先生秉承 陳故副總統辭修先生獎掖後進、作育英才之夙志，於民國 60年所創設的 一所完全住宿之學府，並於民國 85年招收國中部，以回饋鄉里，為鄰近地區學子們的教育貢獻一份心力。 辭修高中的教學團隊一直以打造學生的「學習桃花源」自詡，2016年在李玉美前校長積極推動下，不僅 成立智慧教室種子教師社群，並逐步完成 TEAM Model智慧教室與 IRS即時反饋系統之建置，目前已有 27間智慧教室。全體教師也在 2017年全數通過「藍鵲計畫智慧教室資訊能力檢測」；今年由邱校長接棒， 以發展 AI智慧學校為目標，除持續更新教學資訊硬體、建立雲端補救教學平台及教學歷程 E化外，並邀 請全體教師進行智慧課堂公開觀議課，透過各學科教師社群具體實踐運用互動式智慧教室，建構以學生 為主體的教學模式，提升教學成效。 面對外在環境變革快速，資訊獲得方便的時代，鼓勵教師們要持續精進資訊能力，善用各種數位科技教 學輔助工具，改變教學模式，根據學生的背景與需求提供合適的教育，以發展學生的多元智慧、培養團 隊合作素養、提升創造與創新能力，讓每個辭修的孩子，都能成為具備多元展能的未來公民。

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Tsz-Shiou Senior High School

Tsz-Shiou Senior High School Principle

Alex Chiou Education Bachelor of Psychology, National Chengchi University Master of Education, National Chengchi University

Biography Principle Alex Chiou has been with Tsz-Shiou Senior High School for two decades. During his years in Tsz-Shiou, he worked 4 years as the direc tor of counseling, 11 years as the director of the academic affairs, and 4 years as the director of general affairs.

These different posts translate into an incomparable experience in the school’s administration. Finally, he took over the post as the school principal in August 2018.

Tsz-Shiou Senior High School was founded by Mr. Chen, Lu-An in a bid to carry on the aspiration of the deceased Vice President Chen Cheng (aka Mr. Tsz-Shiou) to foster youngsters and cultivate talents.

The school and the dormitory are established in 1971.

In 1996, the school opened its junior high school department to contribute to the neighborhood and make an effor t to provide education to students around the neighborhood.

The school takes pride in itself as a “utopia for learning.” In 2016, with the ardent enthusiasm of the former principal Li, Mei-Yu, the school organized its own community of smarter classrooms seeding teachers. Under Mrs. Li’s instruction, the school also established TEAM Model Smarter Classrooms and IRS Interactive Response Systems bit by bit. Now, there

are 27 smarter classrooms in Tsz-Shiou. In 2017, all teachers in Tsz-Shiou have passed the “Blue Magpie Program: Test on Smar ter Classroom Teachers’ Competence in I nformation Technology.” This year, principal Qui takes over the reins and sets the goal for the school to become an AI smar ter school. Apart from updating its hardware for teaching and establishing the cloud platform for remedial teaching and the e-teaching process, the school also invites all teachers to participate in open class observation in smarter classrooms a n d l e s s o n d i s c u s s i o n . Wi t h co m m u n i t i e s o f te a c h e r s o f different subjects getting their hands dir ty in smar ter classrooms and rolling out student-oriented teaching models, the school will surely be able to enhance the effectiveness of teaching.

Wh e n f a ce d w i t h a t i m e t h at c h a n g e s s o f a s t a n d w h e n everyone can obtain information easily, Tsz-Shiou encourages all of its teachers to keep refining their knowledge of information technologies, make judicious use of all kinds of teaching auxiliar y tools made of digital technologies, change their teaching models, and provide students with the education they need according to their backgrounds and needs. In doing so, the school will be able to cultivate the students’ diverse intelligence, raise their teamwork awareness, enhance their abilities to create and innovate so that TszShiou can adequately equip them with the multifaceted competence a future citizen needs.

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新北市私立辭修中學 智慧學校成果發表

AI 智慧入誠園 學習創新桃花源 胡湘玲主任 辭修高中地處三峽，由陳履安院長為紀念其父親 陳誠故副總統辭修先生，於民國 60年所創設，85年開辦國中部， 目前全校 1550人，其中有四成學生住校，教師專業經驗豐富，師生互動良好，以打造「學習桃花源」自許。在 106學年度新北市校務評鑑中獲得好評，尤其在國中及高中教師專業發展與高中輔導 3個向度，得到榮譽通過，為 新北市第一所、也是私立學校唯一一所獲此殊榮。

智慧環境建置 辭修高中在 2015年即建置一間智慧教室，但初期建置時，因缺乏經驗，未能安排適合的教研及培訓規劃，以致教 師使用情況不如預期。2016年李玉美校長到任後，因見智慧教育之趨勢蓄勢待發，認為辭修發展智慧教育刻不容 緩；同時希望經由數位科技融入各科教學，即時掌握學生學習狀況，以提升教與學之成效，進而提升升學率。自 2017年起，申請私校獎補助款、爭取各項競爭型計畫及校內經費挹注，以國一、高一、國二為起點，逐步建置智 慧教室，到 2018年共建置了 27間智慧教室、擁有 18套 TBL系統、9套 IRS即時反饋系統、42台平板電腦及無線網 路覆蓋全校。

2018年 9月，因與「台灣科技領導與教學科技發展協會」產學合作，讓辭修高中在智慧教室的使用更見智慧。除 擬訂短、中、長期目標外，更因應發展校本模型之長程目標，積極推動智慧教研，讓議課更有效率，並留下成長 軌跡。

智慧社群先驅

為鼓勵各領域教師參加智慧教室種子教師社群，校方不惜砸下重本，發給社群教師每人筆電一台，同時邀請校外 有經驗的教師及專家協助社群教師增能，以帶領各領域教師學習各項智慧教室的操作。為了激發教師們的學習動 機，種子教師社群及行政同仁共同擬訂了智慧 e級棒之「藍鵲計畫」，老師學習智慧教室使用的過程就像辭修的吉 祥物——藍鵲成長一般：從最初的銜枝築巢、羽翼漸豐、嶄露頭角、或躍在淵，到最後的鳶飛戾天，將使用智慧 教室的能力分為五個階段檢核，由簡而繁、由易而難、從初階到進階。各領域教師利用領域時間共同學習、練習， 互相協助，於每個階段完成後，申請認證，由其他領域的種子教師及校長帶領的行政團隊進行認證。每個階段通 過，即可獲得摸彩劵一張，定期於導師會議或教學研究會議時抽出，致贈超商禮券一張。若所有領域教師均通過 「鳶飛戾天」最高等級認證，則依領域通過的先後順序，可分別獲得 800元、500元及 300元的下午茶券。利用所 學到的技能，結合智慧教室完成公開觀課的老師，還可獲得 iPhone X的抽獎機會。在辭修，藉由老師們相互的協 助及學習，熟悉智慧教室的使用，增進教學技能，又能獲得實質的鼓勵，真是很幸福的教師專業成長。

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Tsz-Shiou Senior High School

Artificial Intelligence Enters Campus Creating a Utopia for Learning Director Xiang-Ling, Hu

Tsz-Shiou Senior High School is located in Sansia. The school was founded by Mr. Chen, Lu-An to commemorate his father, the deceased Vice President Chen Cheng (aka Mr. Tsz-Shiou) in 1971. In 1996, the school opened its junior high school department. Currently, there are approximately 1,550 students in Tsz-Shiou and around 40 percent of them live in the dorm. The faculty in TszShiou is well- experienced and has great interac tion with the students. The school takes pride in itself as a “utopia for learning” and received recognition in the 2017 New Taipei City School Evaluation. What’s worth mentioning is that the professional development of teachers in both departments as well as our senior high school counseling program were all highly praised in the evaluation, making Tsz-Shiou Senior High School the one and only private school in New Taipei City to receive the accolade.

Establishing a smart environment We e s t a b l i s h o u r f i r s t s m a r t e r c l a s s r o o m i n 2 0 1 5 ; however, back then, we lacked the experience to launch appropriate research in teaching and training program and the use rate of the classroom did not meet our expectation. In 2016, Mrs. Li, Mei-Yu entered Tsz-Shiou as the principal; Mrs. Li is of the persuasion that smarter education is an unstoppable force and Tsz-Shiou must speed up its pace to be in sync with the development of it. Meanwhile, it is also her vision that we can incorporate digital technology into teaching to track the learning condition of students to boost both teaching and learning and ultimately increase the college enrollment rate. To fulfill this goal, Tsz-Shiou began applying for incentive subsidies for private school from 2017 and tried to earn the right to mount several contest programs and school investments. We have established smarter classrooms for first graders in both junior and senior school departments and second graders in the junior high school department. By 2018, we already had 27 smarter classrooms. The school also boasts 18 TBL systems, 9 IRS (Interactive Response System), 42 tablets and Wi-Fi that covers the whole campus.

Ts z - S h i o u e m b a r k e d o n a n i n d u s t r y - a c a d e m i a cooperation with Taiwan Technology Leadership and I n s t r u c t i o n a l Te c h n o l o g y As s o c i at i o n i n S e p te m b e r 2018, a measure that helped Tsz-Shiou use its smarter classrooms in an even smar ter way. Besides drafting short-, medium-, and long-term goals, we also

enthusiastically promote smarter research in teaching a s a re s p o n s e to t h e l o n g - te r m g o a l o f t h e s c h o o l o r i e nt at i o n m o d e l to m a k e l e s s o n d i s c u s s i o n m o re efficient and record the students’ growth.

The pioneer of smart community To encourage teachers of different subjects to join in the community of seeding teachers in smart classrooms, Tsz-Shiou spares no expense by inviting experienced teachers and exper ts from the outside to elevate the competence of teachers in the community. Their goal is to lead teachers of different subjects to learn how to operate all functions of the smart classroom. In a bid to evoke the teacher s’ motivation, the community of seeding teachers and our Tsz-Shiou’s administrative staff joined forces to roll out “Smart and Exceptional: The Blue Magpie Program.” The blue magpie is the mascot of TszShiou, and the five growing processes of a blue magpie represent the process where teachers learn to how to utilize the smart classroom: The nestling, the fledging, the showcasing, the turning point, and finally the bird takes wing. The teachers’ competence to use the smart classroom, according to these growing processes, is divided into five evaluation stages, star ting from the simple/easy/basic to complicated/difficult/advanced.

Teachers of different subjects will use their time to learn, practice, and help each other out. After they finish each stage, they can apply for a cer tificate, which will be granted to them after the verification process conducted by an administrative team composed of the seeding teachers of other subjects and the principal. The teacher who completes each stage will be given a sweepstake ticket. The teachers’ council or the teaching-research council will draw the ticket periodically and the winner will get a coupon for convenience stores. If teachers of the same subject all pass the highest verification call “the magpie takes wing,” then the first three teachers who pass the verification will receive respectively an NTD800, NTD 500, and NTD 300 coupon for afternoon tea. As for teachers who applied their acquired skills to the smart classroom and finish an open class obser vation, they might even win an iPhone X in a lucky draw. Teachers in Tsz-Shiou are all blessed with the chance to help one another, learn new stuff, get conversant with the use of the smart classroom, improve their teaching skills, and receive physical rewards.

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新北市私立辭修中學 智慧學校成果發表

推動公開觀課

透過校長每場認證的陪伴、行政設備的支援、各領域社群種子教師的協助，每位教師均順利通過「藍鵲計畫」認 證。2018年 8月，以發展社群共備為起點，積極推動公開觀議課，以促進教師專業發展，讓辭修向遠程目標再邁 進一步。於開學前的課程共備日，各領域教師進行結合智慧教室的課程共備，並於 9月起進行全校教師公開觀課， 除收集課堂五大數據 (電子筆記、教學教材、學習歷程、診斷報告及補救影音 )外，公開觀課後以蘇格拉底影片進 行智慧教研，透過蘇格拉底系統提供的數據，提煉出「以生為本」且具辭修特色的教學模型。

初步成果展現 自 9月中開始短短四週，全校已有 22位，超過 1/4的教師利用智慧教室教學收錄電子筆記達 137課次。在前面引 領的幾位資深老師們，更深入研究自己每天的蘇格拉底報告，透過報告呈現的數據，調整教學策略，研擬出更具 教學成效的教學模型。以鄭健盈老師的語文課為例，不到一個月的時間，即可將科技自然融入家常課中，取得科 技運用 91分的高分。以科技為改變的起點，這些老師們透過科技反思教學、透過數據進行決策、透過同步差異化 進行因材施教，將以生為本落實在每天的教學當中。

今年更有語文、英文及數學三位教師主動組成「辭修五告讚」的戰隊參加「2018大師盃智慧課堂競賽」，誠如戰 隊隊長——鄭健盈老師所說：「利用智慧教室融入教學，讓我反思我的教學，從以往的以師為主的角度，透過即 時反饋系統，了解學生的不足及需求，刺激學生思考，進行以生為本的教學設計。」而學生在課堂的積極參與及 成長，更增進教師教學的動力。

未來展望期許 「成功就像一條彎路，剛開始看不見終點，只要前進之後，會發現目標就在不遠處」。在邁向智慧校園的過程中， 辭修高中已成功的踏出第一步，未來希望藉由軟體資源及硬體設備導入的同時，發展「以生為本」的教學模式與 策略，厚植學生學力，以達成下列目標：

社群共學 透過領域教師的彼此協助學習，促進教師專業發展，提升教學品質。

課程共備 透過共同備課、觀課及議課的推動，調整教學策略及模式，以提升學生學習成效。

資源共享 各領域教師所設計的教案及教材內容，由同科教師共享使用，各課堂的電子筆記及課程內容，可提供 學生回家自學或補救教學使用。

藉由上述的努力，提升學生的學習自信，讓教師教學有成就感，營造優質的生活及學習的環境，擦亮「學習桃花 源」的金字招牌，成為新北市第一的智慧高中——第一所、第一名、第一優！

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Tsz-Shiou Senior High School

Promote open class observation With the presence of the principal in ever y class observation, the support of administrative equipment, and t he a ssi st a n ce fro m th e co m m u n i t y o f seedi ng teachers of all subjects, all teachers in Tsz-Shiou have passed the verification of “the Blue Magpie Program.”

St a r t i ng f rom t h e co n ce p t o f d e ve l o pi n g collec t i ve lesson preparation with the community, we are eager to promote open class observation project to prompt teachers to develop their professional skills and help Tsz-Shiou take another step to bring it closer to its long-term goal. In the collective lesson preparation day before the school started, teachers of different subjects began preparing their lessons together by combining them with the smart classroom. We planned to hold class observation sessions that are open to all faculty. During the open class obser vation, we collec ted five major data, including electronic notes, teaching materials, l e a r n i n g p r o c e s s, d i a g n o s t i c re p o r t , a n d v i d e o s o f remedial teaching. After the open class observation, we proceeded to play Socrates videos to conduct a smart research in teaching. With the data produced by the Socrates system, we are able to abstrac t a “studento r i e nte d ” te a c h i n g m o d e l t h at co nt a i n s Ts z - S h i o u’s characteristics.

Preliminary results Starting from the middle of September, the past four weeks have seen 22 teachers, which translated to a quar ter of the school’s whole teachers, using smar t classrooms to collect electronic notes for 137 classes.

These trailblazers are some of the senior teachers of the schools who thoroughly probe into their Socrates reports and adjust their teaching strategies according to the statistics shown on the repor ts. They have all managed to roll out more efficient teaching models.

For example, Zheng, Jian-Ying, a teacher of language arts, is able to incorporate science and technology into home economics education in less than one month and score 91 in technology utilization. With technologies as the foundation of changes, these teachers reflect on their teaching through technologies, make decisions based on statistics, teach each student accordingly via synchronized discrepancies, and develop teaching models that help them teach more efficiently.

This year, three teachers from language arts, English, and mathematics take the initiative to form a team called “Tsz-Shiou Rocks” and participated in the “2018 Master’s Cup of Smart Classes Competition.” As the team’s leading teacher, Zheng, Jian-Ying, puts it, “Fusing the smar t

classroom with my teaching makes me reflect on my teaching and changes my teacher-oriented perspective.

Now, I begin to use the real-time response system to realize my students’ shortages and needs and stimulate their thinking. I am designing my teaching based on the students.” The proactive participation and growth of students are surely a drive for teachers to improve their teaching.

Future prospects and visions “ The road to success is never a straight one, and you may not see your destination from the outset. Your destination will gradually exhibit itself so long as you take the first step.” During our effort to become a smart school, Tsz-Shiou has successfully taken its first step. It is our hope that the introduction of software (resources) and hardware (equipment) can take place in tandem with the development of teaching models and strategies that are “student-oriented.” By cultivating the students, we wish to achieve the following goals: Learning with the community: Through mutual learning and assistance among teachers of different subjects, we hope to boost teachers’ professional k nowledge and enhance their teaching quality.

Collective lesson preparation: By promoting collective lesson preparation, class obser vation, and lesson discussion, teachers will be able to adjust their teaching strategies and models to enhance students’ learning outcome.

Resource sharing: The lesson plans and teaching materials designed by teachers of different subjects can be shared to and used by teachers of the same subjec t. The elec tric motes and curricular content are provided to students for homeschooling or remedial teaching.

All of our efforts are dedicated to elevating students’ confidence in learning, giving teachers a sense of pride, building a quality living and learning environment, and making the public know that Tsz-Shiou is indeed the “utopia for learning.” Our goal is to become the first one and the number one smart senior high school in New Taipei City.

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臺北市立大學附設實驗小學 校長簡介

臺北市立大學附設實驗小學

邱世明 學習歷程 經歷 現職

校長

國立台灣師範大學教育學博士

臺北市立大學－師資培育及職涯發展中心中心主任 國民小學－教師、主任 臺北市立大學－附設實驗國民小學校長 臺北市立大學－教育學系副教授

校長科技領導理念

這 個 世 代 老 師 與 學生 非 常 幸 運 的 趕 上 資 訊 科 技 的高度 發 展 ， 可 以 用 相 較於 過 去 好 幾 十 倍 的 速 度 ， 有 效的完 成 我 們 的 教 學 與 學習 。 不 過 相 對 的 我 們 也 會 面 對一些 挑戰： 當 我 們 面 對 大 量 的資 訊 ， 哪 些 有 價 值 ？ 哪 些 有 意義？ 我 們 必 須 善 加 選 擇， 才 能 夠 在 真 真 假 假 的 資 訊 當中找 到什麼是正確的知識，什麼是有價值的訊息。 當 別 人 更 有 效 率 的運 用 教 學 科 技 時 ， 我 們 是 否 能夠跟 上 這 樣 的 腳 步 ？ 我們 會 是 先 行 者 ， 是 跟 隨 者 ， 還是後 知 後 覺 者 ？ 當 科 技高 速 發 展 的 時 候 ， 我 們 是 被 科技帶 著走，還是由我們來運用科技，由我們自己來當主 角？ 我們能不能在冷冰冰的電腦 IC中找到人的溫暖？能不

能在朋友數成百上千的社群網站當中，找到屬於自己真正 的朋友關係以及一片真心？ 雖然有這些挑戰，但我們無從逃避的必須面對，必須迎 上這一波浪潮，因為我們教育的這一代就是「數位新世 代」，他們的「生活方式」正是我們的「課程來源」，他 們「面對生活型態的思考方式」也會是我們「發展課程的 思考方式」。這樣的課程並不是跟傳統決裂，而是延續傳 統的價值並勇敢的影響未來。 所以，我們關注學生學習的思考，關注教師應用科技發展 課程的思考，關注科技應扮演角色的思考，關注教學與學 習「如何在數位科技洪流中不受限而能開展未來」。 我們展望著，企盼著，並且做出一些努力，堅定的向前 行。邀請各位與我們一起同行，一起欣賞著旅途的風景。

北市大附小「思考力智慧學校」發展簡史 99年 教育部「資訊科技融入教學創新應用團隊」 選拔優勝團隊 100年 建置 2間電子書包智慧教室 101年 增設 2間電子書包智慧教室及 8間智慧教室 101年 教育部「資訊科技融入教學創新應用團隊」 選拔優勝團隊 103年 教育部「資訊科技融入教學創新應用團隊」 選拔優勝團隊 103年 增設 7間智慧教室 104年 獲臺北市教育局補助 270臺學生學習平板電腦 105年 臺北市「資訊科技融入教學創新應用團隊」

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獲選教育部 105學年度教師專業發展典範學校 獲選教育部 107年中小學 數位學習深耕計畫種子學校 增設 14間電子白板教室，擴建全校電子白板 普及率達 84% 107年 推動「簡易無線科技」教學應用認證 107年 教育部 12年國教中堅學校， 國家教育研究院合作研究學校 107年 教育部 107年中小學數位學習深耕精緻化數位課程 甄選獲獎， 為全臺灣五所重點推廣學校之一 106年 106年

106年

Affiliated Experimental Elementary School of University of Taipei

Affiliated Experimental Elementary School of University of Taipei Principle

Shi-Ming Qiu Education Ph.D. of Education, National Taiwan Normal University

Job Experience Taipei University - Director of Center for Teacher Education and Career Development Elementary schools - Teacher and director

Current Job Affiliated Experimental Elementary School of Taipei University - Principal Taipei University - Associate Professor in the Department of Education

The Principal’s Ideas of Technological Leadership Teachers and students of this generation are very fortunate to catch up with the high development of information technology, where teaching and learning can be done a lot faster than before. But relatively we will also face some challenges: When we are faced with a lot of information, what are the values? What makes sense? We must make good choices in order to find out what is the right knowledge and clarify true and false information.

Will we be able to keep up with others who are already mature in using teaching technology? Will we be the leaders, followers, or the hindsighted? When technology is developing at such high speed, are we taken away by technology, or are we in control of technology?

Can we find the warmth of people in the cold computer IC? Can you find true friend relationship among the hundreds of friends' through social networking sites?

We must face the turmoil despite these challenges. The generation we teach are the "new digital age". Their "lifestyle" is our "course source".

Their "life style" will be how we "think about curriculum." We are not breaking tradition, but a continuation of traditional values ​​and a courageous influence on the future.

Therefore, we pay attention to the thinking of students' learning, to the thinking of teachers' application of technology development curriculum, to the thinking what role should technology play.

We look forward to it, making efforts and moving forward steadily. We invite everyone to join us and enjoy this journey together.

A brief history of the development: “A Smart School Encouraging Thinking” 2010 Winner team of “Innovative Applications of Fusing Information Technology with Teaching” held by the Ministry of Education 2011 Established two 1-to-1 TEAM Model Smarter Classrooms 2012 Established two more 1-to-1 TEAM Model Smarter Classrooms and eight TEAM Model Smarter Classrooms 2012 Winner team of “Innovative Applications of Fusing Information Technology with Teaching” held by the Ministry of Education 2014 Winner team of “Innovative Applications of Fusing Information Technology with Teaching” held by the Ministry of Education 2014 Established seven TEAM Model Smarter Classrooms 2015 Received 270 tablets for learning subsidized held by the Department of Education, Taipei City Government 2016 Winner team of “Innovative Applications of Fusing Information Technology with Teaching” held by the Ministry of Education 2017 Elected as the model school for teachers’ professional development held by the Ministry of Education 2017 Elected as the elementary seeding school for the 2018 cultivation program of digital learning held by the Ministry of Education 2017 Established 14 more classrooms with Haboard Interactive Whiteboard, expanding the school’s whiteboard rate to 84% 2018 Promote the certificate of application of teaching with “easy and wireless technology” 2018 Become the mainstay school of the Ministry of Education’s 12-year compulsory education, and the research school collaborating with the National Academy for Educational Research 2018 Winner of the 2018 elaborate digital curriculum of the cultivation of digital learning in elementary school held by the Ministry of Education and became one of the five schools targeted for promotion

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臺北市立大學附設實驗小學 智慧學校成果發表

臺北市立大學附設實驗國民小學 ~ 思考力智慧學校 【研究思維促進精緻化教學，教師專業社群蓬勃發展】 臺北市立大學附設實驗國民小學是一所研究型小學，學校本身肩負著 配合教育政策與趨勢，進行相關實驗研究的任務，秉持「教學即是研 究」的探究精神，以真實教學現場的情境研究來實踐美好的教育理念。 附小教學團隊以「雁行理論」與「學習型組織」為基礎，以「附小研 究特色」為核心，創造獨特的「雁行金三角學習型動力」團隊發展模 式，透過「研發、實踐、省思、再創新」的執行歷程，創造「精緻化 教學與學習」持續的循環與擴散。

同儕共同激盪， 透過研究使教學更有系統。

Brainstorming with peers and conduct research to make teaching more systematic.

典範教師分享教學， 提升教師教學效能。

Model teachers share their teaching skills to enhance teachers’ teaching effectiveness.

發展教師專業學習社群， 共同研發創新教材與課程。

Develop a community of teachers dedicated to professional learning to develop novel materials and curriculums together.

【思考力智慧學校】 「思考力」是所有學習的基礎，更是提升學生學習力的重要 關鍵。北市大附小以「啟發學生思考力」為核心發展課程與 教學，善用科技創造最佳學習成效，發展架構如下： 圖 2／北市大附小「思考力智慧學校」發展架構圖

Figure 2 - The developmental structure of the Affiliated Experimental Elementary School of Taipei University: “A Smarter School Encouraging Thinking”

一、以「深度互動」為核心之教師教學

思考力智慧學校中，發展以「深度互動」為核心之教師教學，科技為「為學習需求而用」，善用「智慧化科技」， 發展智慧化教學模組。

電子書包智慧教室模式

Model of a 1-to-1 TEAM Model Smarter Classroom

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雙白板電子書包智慧教室模式

Model of a 1-to-1 TEAM Model Smarter Classroom with two Haboard Interactive Whiteboards

TBL團隊合作學習模式

Model of TBL (Team-Based Learning)

Affiliated Experimental Elementary School of University of Taipei

The Affiliated Experimental Elementary School of Taipei University: A Smart School Encouraging Thinking A researcher’s mindset is conducive to elaborate teaching; the community of professional teachers embraces prosperous development As a research school, the mission of the school is to conduct relevant experiments and researches with the principle “teaching is researching” in its mind and fulfill the exalted idea of education with researches on actual teaching scenarios.

With the “flying-geese model” and “learning organization” as its base and “the research attribute of

the affiliated school” as its core, the teaching team of the school conceives a unique team development model called the “flying-geese golden triangle l e a r n i n g d y n a m i c s,” w h i c h c r e a t e s a p e r p e t u a l c yc le and dissem i nat io n o f “elab o rate teac hi ng and learning” via “research and develop,” “practice,” “reflection,” and “re-innovation.”

A smarter school encouraging thinking The cornerstone of all learning is the “ability to t h i n k ,” w h i c h i s a l s o t h e c r u x o f e l e v a t i n g t h e s t u d e n t s’ a b i l i t y t o l e a r n . T h e s c h o o l d e ve l o p s its courses and teaching around the core of “enlightening the students’ ability to think” and uses technologies to create the best learning results.

Figure 2 shown on the left is our developmental structure.

The meaning of the developmental structure of the smarter school encouraging thinking is elaborated as follows: I. “High interaction” as the core of teaching We develop a teaching that resorts to the core of “deep interaction” in the smart school encouraging think ing, use technologies only to “fulfill the needs of leaning,” make judicious use of “smar t technologies,” and develop smart teaching models.

II. “High-level thinking” as learning targets for students In the smar ter school encouraging thinking, “students” are the main par t of learning, and we are tr ying to create learning that targets “highl e ve l t h i n k i n g”. S t a r t i n g f ro m t h i s p e r s p e c t i ve, t e c h n o l o g i e s s h o u l d o n l y b e u s e d t o “c r e a t e meaning” and become one of the best tools for students to practice “organization,” “representation,”

and “re-innovation.” An example of this is that when the school develops a curriculum that involves an interdisciplinary theme, we ask the students to play the role of the “ambassador of the historic Taipei City.” They are required to conduct investigations to find out what backpackers really need and be the real problem solvers. To resolve these hassles for the real subjects, they have to integrate knowledge and abilities they acquired from different subjects and wisely use new technologies such as “AR and 3D printing” to try to design and create things. In the end, we put together their creations and come up with “the e-map of the historic Taipei City: Easy Go” that can be used by backpackers in real scenarios.

E c h o i n g w i t h t h e s p i r i t s o f Ta i w a n ’s 1 2 - y e a r compulsory education that entail “taking the initiative,” “engaging the public,” and “seeking the co m m o n g o o d,” we a l l ow s t u d e nt s to i nte grate t h e a b i l i t i e s o f “d i v e r s e t h i n k i n g ,” “s y s t e m a t i c organization,” “innovative application,” and “real life practice” in real scenarios via interdisciplinary t h e m e d l e a r n i n g, t h e u s e o f n e w te c h n o l o gi e s, and teamwo r k . O ur go al is to c ult ivate a wo r ld citizen who is “initiative in learning, capable of deep thinking, a great team worker, brave enough to take actions, and equipped with knowledge of humanities and culture.”

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臺北市立大學附設實驗小學 智慧學校成果發表

二、以「高層次思考」為目標之學生學習

以「學生」為學習主體，創造以「高層次思考」為目標之學生學習，是思考力智慧學校發展架構的重要內涵。從 這個角度出發，對學生來說，科技是為「創造意義而用」，成為學生「組織、展現與再創造」的最佳工具之一。 以本校發展主題跨域課程為例，由學生透過統計調查發現自由行旅客之需求，進而扮演真實的問題解決者，跨域 整合不同領域的學習能力與素養，善用「AR與 3D列印」等新興科技，應用學科知識與新興科技為真實使用者進行 設計與創作。最後，整合學生創作作品，發展「臺北古城 Easy Go旅行 e地圖」，提供真實情境之自由行旅客使用。 呼應臺灣十二年國教「自發、互動、共好」的課程精神，讓學生透過主題跨域學習、新興科技應用以及團隊合作 學習，在真實情境中統整「多元思考」、「系統組織」、「創新應用」以及「生活實踐」能力，培育「自主學習、 深度思考、合作分享、勇於行動，且富有人文素養」的世界公民。

三、思考力智慧學校「三層式智慧化教學」推動策略

北市大附小創造思考力智慧學校的推動策略，區分為三個層次，從「簡易的無線科技應用」、「高互動啟發思考 模式」到「適性化自主探究模式」，讓不同需求、不同科技接受度、不同教學取向的教師，均能善用智慧化科技， 提升學生學習成效，具體內涵如下圖：

圖 3／應用新興科技發展之「臺北古城小玩家主題跨域系列課程」 Figure 3 - “Serial course in the little traveler of the historic Taipei City” that entails new technologies

圖 4／思考力智慧學校三層式「智慧化教學」推動架構

【2018 創新研究─ AI 蘇格拉底系統在智慧觀議課上的應用】 2018年，北市大附小與網奕科技產學合作，建置本校之教學實驗室為智慧型議課廳，結合 AI大數據理念，轉型傳 統觀議課模式。現階段相關研究正在進行中，將於本次智慧學校發表中提出初步成果。

教師專業社群常態性的公開課與議課討論，結合 AI蘇格拉底系統，提升專業成長效益。

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Affiliated Experimental Elementary School of University of Taipei

AI Sokrates Analytics System: Smarter class observation and lesson discussion

Under Principal Fang, Hui-Qin’s technological leadership, the school has gradually metamorphosed into a “smart school encouraging thinking.” Integration is made possible with the school’s “technology cloud” and teachers can collaborate and share stuff with each other by “developing the teachers’ platform for lesson preparation.” There is also a “model comprising highly interactive classroom scenarios combined with TBL” in place that will add vibrancy to teachers’ teaching and make it more elaborate. We, teachers, are now capable of precisely and quickly tracking students’ learning results with the auxiliary, systematic, and analytic help form the “multifaceted evaluation system” and “analytic and diagnostic system.”

With the upcoming promotion of the program called “a thousand teachers make millions of talents”, the school will spread the seed of “using technologies judiciously to increase students’ ability to think” to every corner of the campus.

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臺北市私立新民小學 校長簡介

臺北市私立新民小學

潘良惜 學習歷程

臺北市立大學體育系 華梵大學哲學研究所

工作歷鍊

臺北市私立立人國際中小學－ 學務 .輔導 .教務主任、校長 新竹市矽谷雙語中小學－ 學務 .輔導 .總務主任 臺北市私立新民小學－ 學務 .輔導主任、校長

興趣專長

1. 周易六爻於學校領導之研究 2. 體育領域課程與教學研發 3. 幼童軍行政與活動帶領

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校長

領航員簡介

潘良惜校長在 2015年領航私立新民小學以來，即以創客教育、國際教育、 創新教學的經營理念，帶領新民邁向時代教育的尖端。從 2016年暑假開 始建置智慧教室至 2017年 6月快速完成全校智慧教室的建置，並積極辦 理智慧教學研習及分享，鼓勵教師應用智慧教室發展創新教學模組，透過 IES雲端補救學習平台、IRS即時反饋系統，以及 cloudDAS診斷分析系 統，達到教學、評量、診斷、學習歷程的完整教學 e化過程，充分運用智 慧教室互動式的教學，突破傳統一對多的學習模式，落實以學生為本、合 作學習的現代教學理念。

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領航學校達標的焦點

2014~2017 推動創客教育（機器人、程式設計、3D列印） 2014~2017 推動藝術教育，定期辦理展覽 2014~2017 提供學生多元適性發展的平台，及躍上國際舞台的機會 2015 榮獲兒童深耕閱讀訪視 績優學校 2016 開始推動醍摩豆（TEAM Model）智慧教室，2017年完成全校 智慧教室建構 6. 2016 榮獲臺北教育 111標竿學校 7. 2016 榮獲護眼優良學校 8. 2016 榮獲臺北市交通安全訪視 績優學校 9. 2016 慶祝建校 60週年，結合國際教育，以「翻轉地球村，移動世界 到新民」為活動主軸 10. 2017 英語科老師參加第二屆兩岸智慧好課堂邀請賽，榮獲第二名 11. 2017 積極參與「資源統整」、「學生學習」優質學校評選

Taipei Xinmin Private Elementary School

Taipei Xinmin Private

Elementary School Principle

Liang-Xi Pan Education

Job Experience

Bachelor of Physical Education, University of Taipei Master of Philosophy, Huafan University

Li-Ren International Private School, Taipei City Principal and Director of student affairs, counseling, and academic affairs Silicon Valley Private Bilingual School, Hsinchu City Principal and Director of student affairs, counseling, and general affairs Xinmin Private Elementary School, Taipei City Principal and Director of student affairs and counseling

Hobby and specialty 1.

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The study of applying Chinese divination to school administration The R&D of curriculum and teaching of PE Administration and young scouts activities

Focal points of the navigating school (achieved) Biography Ever since Principal Pan began leading Xinmin Private Elementary School in 2015, she has been the pushing force behind the school on its path toward pioneer education with her management idea that fuses Maker education, international education, and innovative education. The school has begun establishing smarter classrooms from the summer vacation in 2016 and had swiftly finished the task in June 2017. By implementing interactive teaching in smarter classrooms, teachers can go beyond the traditional one -onone teaching model, fulfilling modern teaching ideas that accentuate student- orientation and team learning.

2014 to 2017 Promoting Maker education 2014 to 2017 Promoting arts education and mounting exhibitions periodically 3. 2014 to 2017 Providing a platform for adaptive development 4. 2015 Evaluated as the school of exceptional performance during the Cultivating Children’s Reading Habit Project 5. 2016 Began promoting TEAM Model Smarter Classroom and the whole campus was smartinized by 2017 6. 2016 Listed as one of the model schools on the webpage of the Taipei Education 111 Model School 7. 2016 Evaluated as the school that best promote eye protection 8. 2016 Evaluated as the school of exceptional performance during a visit for traffic safety in Taipei City 9. 2016 The theme of the school's 60th anniversary was “Flip the Global Village and Move the Whole World to Xinmin,” combining the school’s international education 10. 2017 English teachers participated in the Cross-Strait Smarter Lecture Contest in China and claimed 2nd place 11. 2017 Participated in the evaluation competition for quality schools featuring “resource integration” and “students’ learning” 1.

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臺北市私立新民小學 智慧學校成果發表

新民團隊發展ＡＩ智慧學校與大數據現況 臺北市私立新民小學 校長 潘良惜 一、人文與科技融合的新民智慧校園

創校逾一甲子的新民教育團隊，本著永續人文教育發展的理念，透過「精緻、活力、創新、卓越」為學校願景， 打造全人教育的教學目標。本校以「閱讀悅讀、快樂幸福」的閱讀學習與認證活動，發展學生開展自我學習的心 窗。並經「一生一專長」，「十項全能」的學習活動認證，開創學生多元智能的全人發展。近年來在「少子化」 的衝擊時空中，新民更積極推廣「精緻而優質的教育」，除了具備 AI智慧校園的「科技化」設施，尤為注重人文 智能的「雙語班」和統整「藝術美感」的音樂與美術課程、國際教育等教學理念，以追求精緻而卓越學校教育理 想。 新科技的浪潮下，新民教育團隊意識到應透過智慧教室的科技，進行翻轉教學與創新教學。因此，行政同仁與導 師們計畫性地參訪與學習，至新北市北新國小觀課學習。之後，也開始儲備種子教師，更委派老師至中國大陸參 加智慧好課堂邀請賽，成為新民王牌種子教師，且不斷儲訓後續種子教師。

新民自 105年，全校開始建置智慧教室，並導入醍摩豆智慧教室系統。一年時間，全校 32個班級，班班都有 80吋 的觸控液晶螢幕，且皆配置有 IRS及 TBL團隊合作學習系統的智慧教室，以及一間錄播教室。到 107年，更建置屬 於自己的雲端平台，包括 clouDAS診斷分析系統、翻轉課堂、AClass ONE智慧學伴。新民團隊更在二個月內，累 績將近 800筆以上教師個人的教學錄播資料，成為蘇格拉底分析的最佳資料。

二、透過淬煉 新民教師增權賦能

身為學校的領航者，我始終認為唯有透過教師賦能增權，才得以彰顯教師專業自主、表現專業知能、提昇教師批 判反思能力。故而，在智慧教室使用的教學技巧上歷經一年的研習時間，幾十回的分組研習，讓每位同仁，都成 為新民 TMT(TEAM Model TEACHER)的一份子。

本校同仁歷經漫長的研習後，開始進行課程實務的共備、教材撰寫設計、試教、錄課、觀課、議課、反思與檢討， 歷經艱辛的淬煉，從而建構每位老師專業的素養與能力，終於能夠在智慧教室之中，駕御智慧、展現風華，使新 民教師團隊成為一優質的智慧教師團隊 TMT(Team Model Teacher)。

三、謎霧—蘇格拉底分析系統與翻轉教學的反思

「美國前教育部長表示：現在世界最迫切需要的工作，10年前根本不存在。而台灣至少還有 2/3 老師還在用 10年前，甚至是更早以前所學的知識和方法來教學生。拜託，這根本行不通！」(註 1)

（一）翻轉教學的挑戰 承上所述，有專家認為：老師慣用十年前的舊思維和舊的方法教學生，學生上課無精打采，因而，若想要讓學生 「上課不再打哈欠」，未來的教師就必須改變教學的方式，以引導學生思維的老師，就必須思索如何翻轉教學； 並且提出翻轉教室的四招：一、Google解放教室（Google Connected Classroom）：學習 Google定期進行跨 界的線上互動。二、Google圖書（Google Books）：學習 Google進行線上閱讀。三、網路免費公開課程（MOOC, Massive Open Online Course）：透過雲端進行網路教學。四、翻轉教室（Flipped Classroom）：進行線上預 習、課程合作互動（學生也可能當老師）、和課後交流。由此可知，教育的未來無法捨棄雲端如 Google的影響， 其將如何牽動整個教育的未來是不容小覷的？而教育的翻轉，無非是一場向雲端挑戰的歷程。

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Taipei Xinmin Private Elementary School

The Development of AI Smarter School and the Current State of Big Data in Xinmin The Principal of Taipei Xinmin Private Elementary School ,Liang-Xi Pan I. Xinmin Elementary School: A campus where humanities and culture are fused with technologies The education team of the 60-year-old Xinmin educational team is trying to build its goal of holistic education with humanities and culture education as its core, placing emphasis on its visions of “elaboration,” “vitality,” “innovation,” and “excellence.” Here in Xinmin, we provide students with the “read with joy and grow with happiness” program, which contains a certification process that promotes the idea of learning through reading in order to stimulate them to star t reading o n t h e i r o w n . We h a v e a l s o e s t a b l i s h e d t w o o t h e r cer tification programs for learning called “cultivate your specialty for life” and “an omnipotent student ” t h a t m i g h t o p e n s t u d e n t s’ m i n d a n d l e a d t h e m t o holistic development. In recent years one has seen the impacts of ”declining birth rate,” and in response to the predicament, Xinmin is avid to promote “elaborate and quality education.” In order to achieve our elaborate and exceptional goal of school education, we not only convert the school into an AI smart campus and equip it with “technological” equipment, but also accentuate the “bilingual class” that focuses on the intellec tual intelligence of humanities and culture, integrating music and arts courses that stress “aesthetics” and the ideas of international education.

Shocked by the wave of new technologies, the education team of Xinmin came to realize that flipped and innovative teaching can only be made possible with the help of technologies in a smart classroom. To achieve this, our administrative staff and teachers have systematically visited elementary schools in Taipei City and New Taipei City and learned from them. Xinmin began cultivating its own seeding teachers and sent them to mainland China to participate in the Invitational Competition of Smart Classroom. They are now Xinmin’s mainstay seeding teachers and the school is planning to train a whole slew of seeding teachers in the future.

II. Through endeavors, teachers in Xinmin get the empowerment they deserve

III. The mist - A reflection on the Sokrates analytics system and flipped teaching

As the steering wheel of the school, it has always been my persuasion that empowering teachers will highlight their specialty, sovereignty, and professional knowledge as we l l a s e nha n ce s th e i r a b i l i t y to th i n k cr it ic ally.

Therefore, ever y teacher who teaches in a smar t classroom for at least a year and engaged in dozens of team workshops will be granted the chance to be a member of the Xinmin TEAM Model TEACHER (TMT.) Af te r s e ve ra l t i m e - co n s u m i n g wo r k s h o p s, te a c h e r s now enter the stage of prac tical facets of teaching: The collective lesson preparation, the design and m a k i n g o f t e a c h i n g m a t e r i a l, t r i a l t e a c h i n g s, c l a s s recording, class obser vation, lesson discussion, reflection, and postmortem. Teachers will, after these herculean endeavors, be able to construct their own competence and abilities to take over the reins of the s m a r t c l a s s ro o m a n d u s e t h e i r k n ow l e d g e to s h ow their teaching styles. They will have the chance to lend quality to Xinmin’s Team Model Teacher (TMT.)

“According to the former deputy secretary of education of America, the most urgent tasks of today’s world don’t even exist ten years ago. Looking back at Taiwan, there are at least two-thirds of teachers who still use the knowledge and methods they acquired ten years ago to teach students. This is utterly unacceptable!”[1]

Xinmin has begun establishment of smart classrooms and introduced the Team Model system since 2016. In a year, the school’s 32 classrooms have all gone smart, with their 80-inch touch LED screens, along with IRS and LBT systems. By 2018, each classroom has its own cloud platform, including clouDAS the diagnostic and analytic system, the flipped class, and the AClass ONE smar t schoolmate. Remarkably, the Xinmin team has accumulated approximately 800 teaching videos in just two months, which can serve as the best data for the Socrates analytic system.

(i). The challenges of flipped teaching According to the quote, exper ts think that teachers are accustomed to teaching their students with the outdated mindset and methods they acquired ten year ago. Students of such teacher often get bored in class.

Therefore, if teachers wish to “hear no yawn during class,” they will have to change their teaching styles.

Teachers who wish to guide students’ thoughts must think of a way to flip their teaching. Use the following four tips to flip the classroom: I. Google Connected Classroom: Students should know how to use Google to learn and interact with k nowledge from different d i s c i p l i n e s o n l i n e p e r i o d i c a l l y. I I . G o o g l e B o o k s : Students should know how to use Google to read online. III. MOOC, Massive Open Online Course: Teachers should conduct online teaching via cloud technology.

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臺北市私立新民小學 智慧學校成果發表

（二）AI 大數據與教育的未來 思索教育發展的未來，能否脫離雲端如 Google般的「陰影」嗎？尤其，如「陰魂」或「幽靈」般的 AI大數據時代， 早已經落定人間了。對此挑戰已有不少教育專家指出，必須要有跨界的合作與貢獻，使能真正實現「因材施教」 與「適性發展」的教學理想。尤其，面臨大數據時代的來臨，有專家指出：未來有三種基本能力是學生必須學， 而且用得到的東西，即是：「第一是閱讀，第二是搜索，第三是辨別真偽」(註 2)。這雖是一種簡化的說法，但卻 必須重新思索教育的目的為何？除了必須傳道、授業與解惑之外，如何激發學生思考，將必須面臨更大的挑戰， 尤其是在未來的教師身上。 對於大數據時代的教育問題，一位身兼家長與科技創辦人──孫憶明 (Jim) 建議：必須透過大數據（Big Data） 改變未來教育三種可能的樣貌：一、進行學習歷程的紀錄與分析：透過數位化記錄學生的學習。二、實現教學歷 程的紀錄與分析：以留下老師課堂教課資料，便於邇後有效的教學分析。三、達成評量考試的紀錄與分析：透過 數位化系統，增加評量有效性，與可供分析的大數據。(同上註 2)。

（三）「乘風破浪」的智慧教學課程 對於大數據時代來臨的教育問題，本校自 2016年完成智慧校園的軟硬體設備之建置，新民教育團隊啟動「乘風破 浪」智慧教學課程，進行五階段的智慧教學研習與認證，並透過：共備課程、教課、錄影、觀課和議課等教學歷程。 至 2018年起，學校加裝蘇格拉底分析系統，在全校教師都透過教學錄影所採集的課程與教學資料，並透過個人自 評、互評與專家議課，以進行大數據的分析。 本校為創造翻轉教育的可能，因而透過智慧教室以體現「乘風破浪」課程旅程模式（整裝、待發、起航、乘風、 破浪、定錨、豐收），以實踐智慧教學的「五力」教學情境──「動力、專注力、向心力、效率、熱力」：一、 科技化的「動力」－透過 IRS、IPAD的使用，營造學生更強的學習動力。二、透過搶權搶分，激發學生的「專注 力」。三、營造團隊合作的「向心力」氛圍－透過小組學習方式，培植學童團隊合作的向心氣氛。四、實作評量 即時性回應的「效率」－運用 IRS、IPAD科技的使用，可隨堂進行練習與實作評量，獲得即時性評量回應，達成 隨堂補救教學的有效性。五、樂於參與和分享的「熱力」──透過團隊的互動、合作與回饋，激發學童勇於分享 的熱情和動力。

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Taipei Xinmin Private Elementary School

IV. Flipped Classroom: Students can preview their lesson online, work together studying (students can sometimes be the teacher), and exchange thoughts after class. A conclusion can be made that cloud technology, such as

the one Google provides, is an integral element in future education. Its impact on the future of education is never to be overlooked. In shor t, to flip the education as a whole is to challenge cloud technology.

(ii). The AI Big Data and the future of education R u m i n a t i n g t h e f u t u r e o f e d u c a t i o n , I c a n’ t h e l p wondering whether if it will be free from the “shadow” of cloud technology such as Google, especially at a time that is already filled with the “specter” or “ghost” of the AI big data. Several experts in education point out that in the face of the challenge, interdisciplinary collaboration and contribution are required to realize the educational ideas of “ teaching students in accordance with their aptitude” and the “adaptive development.” This is especially true with the advent of the era of the big data. Some experts claim that there are three basic abilities that students in the future must learn and will definitely have the chance to use them, which are ”the ability to read, search, and discern.”2 This statement may be a simplified version of the truth; however, it raises the question: What is the purpose

of education? I n the future, teachers are slated to encounter an even greater challenge and they will have to do more than just teaching, telling, and helping.

As to solving problems of education in the Big Data Era, Jim Sun, a parent and an entrepreneur of a technology start-up, suggests we must use the three possibilities of big data to alter the face of education in the future: I. Record and analyze the learning process: Recording students’ learning in a digital manner. II. Record and analyze the teaching process: Saving teachers’ teaching in classes to facilitate the following analysis. III. Record a n d a n a l y ze t h e e va l u at i o n a n d te s t s : I n c re a s e t h e effectiveness of evaluation via digital system as well as the big data that can be analyzed (as referred in note 2).

(iii). Smart curriculums that “ride on the wave” Tackling the looming problems of education in the Big Data Era, Xinmin has finished establishing the software and hardware for the school to transform to a smar t school. The education team of Xunmin has also launched “Ride on the Wave: The Smar t Curriculums Program,” which contains a five -stage smart teaching workshop and cer tification process. The program encompasses teaching processes such as collective lesson preparation, teaching, class recording, class observation, and lesson discussion. From 2018, the school has implemented the Socrates analytic system that collects teachers’ teaching content and materials. The collected information will be put into the big data and analyzed via self-evaluation, mutual-evaluation, and lesson discussions by experts.

To create the possibilities of implementing flipped education, we use smar t classrooms to represent the mode of the “ride on wave” voyage of learning that

entails preparing, pending, setting out, riding on wave, break ing wave, anchor ing, and har vesting to fulfill te a c h i n g s ce n a r i o w i t h “ t h e f i ve e l e m e nt s ( m o t i ve, focus, coherence, effectiveness, enthusiasm)” in smart teaching. I. The “motive” of technology: Using IRS and IPDA to strengthen the learning motive. II. Evok ing s t u d e n t s “ fo c u s” w i t h c o m p e t i t i o n s . I I I . B u i l d i n g a team collaboration atmosphere for students to stay “coherent”: Employing team learning to build a coherent atmosphere of teamwork. IV. The “effectiveness” of the real-time response of per formance evaluation: Using technologies such as IRS and IPAD to conduct practices and performance evaluations in class to get real-time responses and realize the effec tiveness of remedial teaching. V. The “enthusiasm” to participate and share: Evoke students’ passion and drive to share with team interaction, collaboration, and feedback.

(iv). The mist of the Socrates analysis To create the possibilities of implementing the flipped education, we have implemented the Socrates analytic system since August 2018 and started training faculty how to use IES to record the teaching process on the cloud. When school began, we embarked on tasks such as the lesson design and collective preparation,

videotaping of teaching, class observation, and lesson discussion in full swing. We hope that we will be able to record and analyze every detail and keep track of all of the students’ learning behaviors, including learning, reciting, taking notes, doing homework, taking tests, experimenting, and discussion. In the meanwhile, we’d

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臺北市私立新民小學 智慧學校成果發表

（四）蘇格拉底分析的謎霧 本校為透過智慧教室創造翻轉教育的可能，自 2018年 8 月安置蘇格拉底分析系統，並自 8月起全校教師同仁透 過 IES進行雲端錄製教學歷程的練習，開學後，更以緊 鑼密鼓的密集方式進行──課程設計與共備、課程教學 影片錄製、觀課與議課等活動，期能將每一節的學習歷 程，都能一覽無遺的加以紀錄與分析，以記錄學生每項 學習動作，包括上課、讀書、寫筆記、作業、考試、實 驗、討論問題等活動的資料。以及進行教師教學歷程完 整的紀錄與分析：並能透過數位化的評量系統，期能增 加學生評量及練習的多樣性與有效性，希望能透過數位 化的操作與記錄，形成全校可供分析的大數據。至 10 月底，全校共收錄近約 1000份的資料。 本校理解到全校教師同仁每天、每人、進行錄製教學資 料的辛勞，以及進一步理解如何有效運用蘇格拉底的分 析等問題，歷經多次本人所主持的各年段教師同仁的議 課座談會，經歸納諸多同仁在教學實踐活動反思的結 果，呈現出諸多疑問與一團團謎霧，帶我們去突破與解 決：

「本校的課程安排極為緊湊，課堂要準備 IRS或 IPAD給各組學生相當耗時，而影響課程的進度。」

「IRS或 IPAD科技的使用，太冷冰冰，並無法取代 教師人性化的教學溫度。」

「針對秩序與常規不易控制的班級，運用 IRS或 IPAD時，常造成班級的騷動與茫亂，干擾上課的進度。」 「分組的座位排列，使學生必須轉頭看黑板，長期 造成學生脖子酸痛。」

「私校的課程安排較多，不適合使用智慧教室的錄 製與蘇格拉底分析系統。」

經由同仁多次座談與討論的反應聲中，我們發現諸多同 仁對蘇格拉底分析系統，存在著諸多的困惑與不解，如 同一團團的謎霧，正悄悄的的籠罩著新民。我們反思應 如何能使這一團團的「謎霧」煙消雲散？或許，我們必 須重新深究我們所建構的新民課程模式，思索如何在我 們＜乘長風＞後，必須趨逐＜謎霧＞，而後我們才能再 次＜破浪＞而出。最後，期待我們新民團隊共赴艱難， 走出謎霧，再次破浪而出，愉快的邁向＜定錨＞、＜豐 收＞的課程旅程。

註： 1. 上課不再打哈欠 用這四種方式一起「翻轉教室」https://www.thenewslens.com/article/1686 2. 孫憶明 大數據（Big Data）改變未來教育樣貌的三種可能 2014/02/10 https://www.thenewslens.com/article/197/0

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Taipei Xinmin Private Elementary School

want to record and analyze teachers’ complete teaching process and increase the diversity and effectiveness o f s t u d e n t s’ e v a l u a t i o n a n d p r a c t i c e s v i a a d i g i t a l evaluation system. We hope to create a big data for the school that can be analyzed by these digital operations and recordings. By the end of October, we have received around 1,000 pieces of information.

We are aware of the efforts and hard work of the faculty as they spend time recording their teaching and as they tr y to learn how to use the Socrates system to analyze information. After convening several meetings with teachers from different grades, I have generalized opinions our teachers have when reflec ting on the teaching practices. These opinions are, in fact, more like doubts and mists that are waiting for thorough scrutiny and resolution.

“We have a very tight teaching schedule and preparing IRS or IPAD for students is a rather time-consuming process that can delay our teaching progress.”

“The IRS and IPAD are just cold and lack the temperature of the actual teaching by a teacher.”

“For classes that demand more rules, using IRS or IPAD makes the situation worse. The chaos and agitation sure have their toll on our teaching progress.”

“The seat arrangement for the learning group makes some students have to turn their head back to see the blackboard.

This will damage their necks in the long run.”

“Private schools tend to have a tighter schedule and are not a suitable candidate for smart classroom videotaping and the Socrates analytic system.”

Judging from the responses we see in the many meetings and discussions, it is clear that doubts and confusion are prevalent among our faculty. They are just like mists stealthily shrouding Xinmin. Our minds should be focusing on how to dissipate this mist. Maybe we have to go back and re - examine our curriculum arrangement and figure out how to expel the “mist ” while we “ride on the wave” so that we can “break the wave” and sail smoothly. Finally, it is our hope that our team will face the ordeal together, navigate the ship out of the mist, find a wonderful harbor to “anchor,” and finally “harvest” the fruit of this educational voyage.

Notes 1.

2.

No more yawning in class: Four tips to “flip” the classroom. https://www.thenewslens.com/article/1686 The Three Possibilities that Big Data is going to Alter the Face of Education in the Future by Jim Sun 10/02/2014 https://www.thenewslens.com/article/197/0

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HEILONGJIANG

四川•成都 第一屆醍摩豆杯 智慧課堂創新團隊競賽

黑龍江•富錦 中雙教育盃智慧好課堂邀請賽

浙江•杭州 兩岸智慧好課堂邀請賽

浙江•嘉興 第三屆兩岸智慧好課堂

浙江

四川•成都 中等職業學校 智慧課堂團隊競賽

浙江•紹興&寧波 兩岸智慧好課堂邀請賽

四川

廣州•花都區 第一屆智慧好課堂團隊競賽 福建 第一屆智慧課堂團隊競賽

福建 廣東

GUANGDONG

FUJIAN

台灣

TAIWAN

台北 智慧學校發表暨醍摩豆大師盃 智慧課堂團隊競賽

台北•桃園 創新科技互動智慧課堂教學團隊競賽

台北 第一屆智慧課堂團隊競賽

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聚焦 Focus

年度 智慧教育 Annual Smarter Education

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智連環學習法

智連環學習法 吳權威、梁仁楷

壹、簡介 智連環學習理念 (TEAM Model Based Smarter Learning，1999)是發揮醍摩豆智慧教育支持系統優勢 的現代學習方法，也是現代課堂教學法，是促進教材 (C)、教法 (P)與科技 (T)，TPC三者深度融合的學習法， 簡稱為智連環學習法。 智連環學習法，是善用師生智慧終端數據通道的團隊合 作學習法 ( TBL)，也是善用數據通道與一對一 (電子書 包 )學習法，整合群學 (TBL)與自學 (一對一 )優勢，無 縫連結課前、課中和課後的教育信息化學習法。運用數 據通道，以人工智能採收與分析教學數據，智慧決策使 課堂更有效能、更有智慧。 智連環學習法，核心理念為互動化 ( Interaction)、差異 化 (Differentiation)、自主化 (Autonomy)，課堂學習

圖一／智連環三環節

Figure 1 - Three Stages of TEAM Model Based Smarter Learning

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模式包括有效互動、同步差異、群學自主等三個主要環 節，是發揮人機整合優勢，注重團隊合作學習，實踐因 材施教理念的現代學習法。 智連環學習法，發展出許多課堂深度融合的境界，例如 生本高互動、同步差異化和群學一對一等課堂境界。智 連環學習理念，在技術引領下，可以不斷提煉與優化， 創造更完美的現代智慧課堂。 智連環學習法之課堂深度融合境界：

一、生本高互動 以生為本高效互動的智慧課堂。 二、同步差異化 數據決策同步差異化智慧課堂。 三、群學一對一 因材施教群學一對一智慧課堂。

TEAM Model Based Smarter Learning

TEAM Model Based Smarter Learning Power Wu, Steven Liang

I. Introduction The concept of TEAM Model Based Smarter Learning is a modern way of learning which manifests the strengths of TEAM Model’s Smar t Learning suppor ting system.

Also known as a modern pedagogy, this is a teaching method that fully integrates contents (C), pedagogy (P) and technology (T ).

TEAM Model Based Smar ter Learning capitalizes on smart data access terminals set up between teachers and students. It also takes advantage of on data access, TEAM Model 1-to-1 pedagogy, team-based learning and 1-to-1 self-learning in eliminating the bridging gaps between before-class, in-class and after-class learning.

S m a r t s t rate gi e s b a s e d o n a u to m at i c a l l y co l l e c te d and analyzed teaching data can make the class more effective and clever.

When it comes to TEAM Model Based Smarter Learning, the key concepts include Interaction, Differentiation and Autonomy, with three stages of classroom modes including Student- Centered Learning, Synchronous Differentiated Instruction, and TEAM Model 1-to-1. It is a modern pedagogy that manifests personal integration,

focuses on team-based learning and realizes the concept of personality-oriented teaching.

TEAM Model Based Smarter Learning bring the class to deeply integrated levels, like student-centered learning, synchronous differentiated instruction and TEAM Model 1-to-1. With the help of technology, the ideology of TEAM Model Based Smarter Learning will be bettered and refined constantly to create a moder n smar ter classroom close to perfection.

The Three Deeply I ntegrated Levels of TEAM Model Based Smarter Learning: 1. Student-Centered Learning A smarter class that centered on students and focus on highly effective interaction.

2. Synchronous Differentiated Instruction

A smarter class that diversify in a timely manner according to decisions made based on data.

3. TEAM Model 1-to-1 A smarter class in accordance with students' aptitude and conduct one-on-one learning under group learning.

II. Innovation and Development

圖二／智連環課堂深度融合境界

Figure 2 - Integration Levels of TEAM Model Based Smarter Learning

TEAM Model Based Smarter Learning has been put into use in classrooms and developed for 20 years. Around t h e g l o b e, we h ave c o n d u c t e d w i d e a n d i n - d e p t h experiments on more than three thousand schools, fifty thousand classrooms, two hundred thousand teachers and t wo million students, having gained hands- on experience, which complements the academic research and theoretical basis of TEAM Model Based Smar ter Learning. TEAM Model and TEAM Model Based Learning are interrelated. With the support of the TEAM Model system, TEAM Model Based Smarter Learning reaches its best per formance; meanwhile, fur thered the upgrades of TEAM Model Supporting System.

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智連環學習法

貳、創新與發展 智連環學習法，是醍摩豆創始團隊的教學實驗成果與經 驗智慧，換言之，醍摩豆系統是為智連環學習理念所 創造。從 1999年開始，醍摩豆團隊研究智慧教學將近 二十年，長期臨床試驗高互動教學，電子書包一對一等 教學模式，獲得顯著、廣泛的成果，提煉出可複製、會 擴散的智慧模式，例如有效互動、同步差異、群學自主 等三個重要環節，加速課堂創新與升級。 智連環學習法，在醍摩豆智慧教室情境中，經歷二十年 發展，在全球範圍內，超過三千所學校、五萬間教室， 二十萬名教師，二百萬學生，廣泛而深入的實驗與應用 經驗，豐富了智連環學習法的學術研究與理論基礎。醍 摩豆、智連環相互共生，在醍摩豆支持系統下，更好的 展現智連環學習法，而智連環學習理念，也不斷促進醍 摩豆支持系統的技術升級。

智連環學習法，以證據導向促進教學研討與對話，例如 同課同構教研、同課異構教研、教學歷程分析 ...等，提 高教育均質化，也促進教育多元化。醍摩豆大量採收教 學大數據，運用 AI人工智能蘇格拉底系統，生成蘇格拉 底報告、蘇格拉底報告分析、蘇格拉底影片、蘇格拉底 課例等豐富的教學數據，不斷累積教學專業研究、教學 行為數據常模、智慧課堂案例等經驗與智慧。

智連環學習法，融合醍摩豆技術與現代教育理念，可應 用於各種主流教學模式，包括 LBL、TBL、PBL、1:1等。 智連環學習法，也支持各類現代教學法，學習共同體、 探究式學習、學思達等教育理念，在醍摩豆支持系統助 力下，可發展出善用技術、新型態的教學模式，例如智 連環 +學習共同體、智慧學思達 ...等，讓這些現代教學 模式更容易複製與傳承。

參、智連環課堂三環節 智連環學習法課堂，是運用數據智慧決策的現代課堂， 包括有效互動、同步差異、群學自主等三個主要環節， 簡述如下：

一、有效互動

在人人都有智慧終端的學習教室裏，通過各種互動模 式，並根據隨時生成數據，進行教學決策，讓師生互動 更有效能，教學流程更靈活。

二、同步差異

在一對多的傳統課堂裡，實施差異化因材施教難度很 高，而通過智慧終端與數據決策，可以同步推送差異化 的教材或任務給小組或個人，實現同步差異化的理想課 堂。

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三、群學自主

在人人有智慧終端的教室裏，除了提供完善的一對一自 主學習情境，通過數據決策，進行團隊合作學習與全班 共同學習等群學活動。 有效互動、同步差異、群學自主等三環節，要依據智慧 終端的型態與數量，善用數據進行教學決策，有機調節 教學環節，達到智慧連環的課堂境界。

肆、數據決策四情境 生成數據、採收數據、分析數據，然後數據決策，是智 連環課堂的特點與優勢。智慧教師必須培養看數據、用 數據的基本能力。下面用四個看來說明主要應用情境， 來突破傳統課堂限制。

一、看懂圖表，心靈相通

智慧教室是全新的學習生態，即時生成的數據圖表，統 計圖、長條圖、小組差異圖等，除了幫助教師數據決策， 也要培養學生看懂圖表的能力，學生看懂圖表，了解自 己、小組和全班情況，進而更投入學習中。有時不必通 過言語，就能達到「心靈相通」的效果。

二、看見思考，創造改變

教師提問學生反饋後，教師通過即時生成數據，看見全 班、小組，甚至每一位學生的思考。接下來，教師通過 數據決策來創造改變，是智慧課堂最精彩感動的時刻， 藉此，喚醒迷思的、不懂的學生，真正創造思考轉變與 理解。

三、看法不同，多元思考

通過智慧教室數據通道，快速匯整個人或小組合作的成 果或作品，在共同平台中呈現出來，或推送到各小組， 讓大家更方便看見其他小組的看法。匯聚不同看法與思 考，碰撞出多元討論與思考。

四、看出差異，因材施教

應用智慧教室的統計與分析功能，教師可以快速掌握全 班、小組，甚至個別學生的學習狀態，看出全班、小組 的差異，進一步實施因材施教，通過數據通道推送功 能，把差異內容、教材，分別推送給小組或個人，執行 適當的差異化教法與評量。內容差異、教材差異、教法 差異 、評量差異等，通過充分差異化備課，運用技術實 現同步差異化教學。

TEAM Model Based Smarter Learning

T E A M M o d e l B a s e d S m a r t e r Le a r n i n g i s e v i d e n c e oriented, which facilitate teaching/researching and d i s c u s s i o n . Fo r i n s t a n ce, H o m o g e n e o u s p e d a g o g y, heterogeneous pedagogy and so on. The method helps homogenization in teaching field and promote teaching diversity. TEAM Model widely accesses teaching big data and use AI Sokrates System to generate Sokrates Reports, Sokrates Report Analyses, Sokrates Videos and Sokrates Teaching Samples and many other teaching data. The system also constantly accumulates its wisdom and experiences from professional research, common teaching behavior data model, and smart class cases.

TEAM Model Based Smarter Learning integrates TEAM Model technology and modern education ideology, and thus can be applied to various mainstream teaching patterns, including LBL, TBL, PBL, 1:1 and so on. TEAM Model Based Smar ter Learning suppor ts various modern pedagogies. With the aid of TEAM Model Supporting System, learning community, inquiry-based learning, Share -Star t and other teaching approaches can evolve into new types of teaching method that capitalizes on technology such as Zhi Lian Huan plus learning community, Intelligence Share-start and so on, making these modern teaching pattern easier to copy and pass on.

III. The Three Stages of TEAM Model Based Classroom TEAM Model Based classroom is a modernized classroom using data to figure out smar t strategies.

I t includes three main stages, effec tive interac tion, synchronized diversification and group learning autonomy. The following is a brief introduction:

3. Autonomy Group Learning A classroom where each has intelligence terminals not only provides holistic one-on-one self-learning but can carr y out teamwork, whole - class learning and other group learning activities through making data strategic decisions.

The three stages, effective interaction, synchronized diversification, group learning autonomy should be proceeded according to the for ms and numbers of intelligence terminals. One should also make use of data to conduct teaching strategic decisions to reach the ultimate goal of TEAM Model Based Smarter Learning.

IV. Four Aspects of Data-based Decision Data formation, data collec ting, data analyzing and data-based decision are the features and strengths of TEAM Model Based classroom. Intelligence teachers must foster basic ability of reviewing and using data.

We list four points to expound overall contexts where the strategies are applied to break the limitation of traditional classroom.

1. Comprehend charts and form mutual rapport Smart Classroom is the latest learning trend. Real-time charts and diagrams like statistical diagram, bar charts and group difference map not only help teachers come up with data-based decision but foster students’ ability to read charts.

1. Effective Interaction I n t h e c l a s s ro o m w h e re e ve r yo n e h a s i n t e l l i g e n c e terminals, students and teachers can yield more effectiveness and make teaching more flexible through using a var iet y of interac tion patter n and conduc t teaching strategies in accordance with prompt data at any time.

2. Synchronized Differentiation In traditional one-on-many classroom, it is extremely difficult to diversify teaching materials according to students’ level. Through data strategies made by the intelligence terminals, teachers may send diversified materials or tasks to groups or individuals at a time, carrying out synchronized diversified lessons.

Once students are able to read charts and diagrams, they know themselves, their group and the class better, and thus become willing to dedicate themselves to learning. At this, verbal communication is no longer the only way to form rapport between teachers and students.

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智連環學習法

伍、智連環七大應用心法 醍摩豆系統是為智連環理念而創造，是促進以學生為中心，成就每一個孩子願景的支持系統。為了幫助智慧教師 更好的教學典範移轉，提煉課堂應用心法，助力教師專業發展修煉，創造智慧連環的課堂，應用心法如下：

圖三／擴大關注的提問策略

Figure 3 - Strategies on expanding attention

一、擴大關注，個別掌握

教師通過數據通道，擴大對學生的關注範圍，也要能運 用數據掌握個別學生學習情況。

二、對比傳統，優化應用

基於理念來使用數位工具，發揮智慧技術的價值，才能 提煉優於傳統的教學應用模式，要避免為用而用。透過 教研與論證，提煉優於傳統（包括便利性、效能性、智 慧性）的創新教學模式。

六、合作為先，競爭為輔

運用醍摩豆系統合作機制 (小組討論、同儕教學 )提升學 習效能，並適時採用競爭來激勵合作。設計既合作又競 爭的課堂學習活動，形塑生動、互動、主動的三動課堂。 避免反客為主，為競爭而競爭，失去合作目的。

七、記錄課堂，連結課後

三、學生中心，教師引導

在教師引導下，實現以生為本，以學為主的學習生態， 啟發學生學習境界，由被動學習、互動學習、主動學習， 邁向自主學習。

四、人人互動，即時反饋

醍摩豆系統具有完善師生感知功能，透過提問與反饋， 可以提升互動的質和量，讓教師裡沒有客人，適時運用 師生互動、生生互動、生師互動等互動學習模式。

五、掌握結果，重視感受

運用醍摩豆系統，能即時掌握每一個學生反饋結果，過 程中，教師要善用科技創造感動時刻，例如提示點、統 計點、翻牌點、討論點等，重視每一位學生的學習感受， 也避免造成負面感受。

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圖四／診斷報告

Figure 4 - clouDAS reports

醍摩豆系統自動記錄課堂歷程，建立海量數據 (包括數 位教材、電子筆記、活動歷程、診斷報告和補救影音、 教學行為、學習行為等 )，有效記錄課堂，無縫連結課 前、課中和課後，建立更理想的學習情境與生態。

TEAM Model Based Smarter Learning

2. Review Thoughts and Make Changes Upon receiving students’ feedback on teachers’ question, teachers can review the thinking process of the whole class, a group, even an individual through real-time data.

3. Different Thoughts and Diversified Thinking By using the data access in a Smar t Classroom, one can quickly uploads and presents individual works or teamwork results on a common platform or send them to each group so that everyone can review comments from other groups conveniently. With the convergence of different comments and thinking processes, students can brainstorm, discuss and think in different ways.

4. See the Difference and Give Materials According to Students' Aptitude With the application of statistics and analysis in Smart C l a s s ro o m s, t e a c h e r s c a n q u i c k l y c o n t ro l l e a r n i n g condition of the whole class, groups or even respective students and tell the difference in the class or between groups. This allows teachers to give materials according to students’ attitude and send diversified contents, materials to groups or individuals through the sending func tion of data access. These all help conduct proper diversified pedagogy and assessments.

Diversified contents, diversified materials, diversified pedagogy, diversified assessments can be uses to carry out diversified teaching with sufficient diversified class preparation.

V. Seven Mantras for TEAM Model Based Application TEAM Model System is created for the concept of TEAM Model Based aiming to promoting student- centered learning and helping children achieve their goals. To help intelligence teacher transfer to better teaching models, we come up with application mantras in class.

The mantras helps teachers develop their professional skills and creates Smart Classroom. The mantras are as follow:

intelligence technology to create teaching patterns superior to traditional ways, not just fit the tools into teaching fields. Through study and demonstration upon arguments, one can devise novel teaching patterns that are better than traditional methods.

3. Student-Centered Learning with Teacher Guidance With the guidance of teachers, teachers can form an e nv i ro n m e nt w h i c h ce nte r s o n s t u d e nt s a n d b a s e s on learning. The approach breaks students learning boundaries, going from passive learning, interactive learning and ac tive learning to autonomic learning (including convenience, effectiveness and intelligence).

4. Interaction between Individuals with RealTime Feedback The TEAM Model System comes with complete re c o g n i t i o n f u n c t i o n w h i c h c a n p ro m o t e t e a c h i n g quality and quantity with questioning and feedback.

The system closes up the distance between teachers and students with timely employment of teacherstudent interaction, between-peer interaction, studentteacher interaction and other learning modes.

5. Control the Results while Taking Care of Students' Feeling Te a c h e r s c a n c o n t r o l f e e d b a c k s f r o m i n d i v i d u a l students in a timely manner with TEAM Model System.

I n t h e p ro ce s s, te a c h e r s s h o u l d t a k e a d va nt a g e o f technology to create Hear t-To -Hear t moments, like cue time, statistic time, flipping time, and discussion time. At the same time, teachers should take care of individual students’ feeling and avoid negative feeling as well.

1. Expand attention; Grasp Individuals Teachers may attend to wider aspects on students and take control of individual students’ learning condition using data access.

2. Application Amelioration to Outperform Traditional Ways B a s e d o n t h e i d e o l o g y o f T E A M M o d e l B a s e d, o n e should make use of and fully exer t the power of

圖五／翻牌把唯一答錯的學生展示出來，會造成該生負面感受

Figure 5 - Showing the only student with the wrong answer using Flip card, could cause pressure and negative feelings for the student

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智連環學習法

陸、醍摩豆智連環之精準教學策略 智連環學習理念，也是精準教學法。在醍摩豆 (TEAM Model)智慧教學支持系統協助下，更能發揮生本課堂精準教 學策略，貫穿課堂教學 (e-Teaching)、評量 (e-assEssing)、診斷 (e-diAgnosing)、補救教學 (e-reMediation)， 涵蓋課前、課中、課後等學習歷程。下面説明互動課堂 (T)、即時反饋 (E)、診斷分析 (A)、學伴補救 (M)等教學應 用策略。

一、互動課堂 (T)

互動是實踐生本理念的首要任務，讓學生從教室的客 人，變成教室學習的主人。在人手一個智慧終端的教室 裡，運用醍摩豆系統，可以進行更便利、效能、智慧的 師生互動。例如搶答、搶權、挑人等，隨機抽一個人、 挑一個組，可以營造更公平、生成的課堂。而智慧挑人 是根據學生反饋數據類型，進一步隨機抽取特定學生， 例如：答錯學生、某選項學生、各全對小組的任一學 生 ...等，讓課堂互動更有針對性、更增智慧。

二、即時反饋 (E)

教師可以隨時下達指令，請學生使用智慧終端反饋訊 息。教師透過有效提問，採收學生的有效數據後，醍摩 豆教學系統進行數據分析，生成各種統計圖表，再幫助 教師進行有效決策。應用智慧推送服務，根據學生反饋 數據類型，協助教師更智慧的把差異化教材，自動或半 自動推送到小組、個人智慧終端，進行同步差異化學 習。

圖六／智連環學習法應用優勢

Figure 6 - The advantages of TEAM Model Based Smarter Learning

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三、診斷分析 (A)

醍摩豆系統自動記錄課前、課中與課後的完整學習歷 程，包括各種評量 (IRS 作答、書面作答、網路閱卷系 統等 )的診斷報告、學習活動歷程以及電子筆記等活動 數據和行為數據，加以挖掘，診斷分析，充分掌握每一 個孩子的學習情況。

四、學習補救 (M)

醍摩豆系統也是雲端整合系統，透過互聯網連接課前、 課中、課後學習資源。學生利用智慧學伴 APP，無縫接 收課堂電子筆記、活動歷程、診斷報告和補救影音等學 習資源，進行錯題補救、重點復習，以及翻轉學習和自 主學習等。

智連環學習法，在醍摩豆系統支持下，具有自主學習、 群體學習、智慧決策、全程記錄、人工智能等應用優勢， 更能實踐以學生為中心，因材施教、適性揚才。

TEAM Model Based Smarter Learning

6. Collaboration Sided with Competition

2. Real-time Feedback (E)

Use the collaboration mechanic of TEAM Model System ( gro u p d i s c u s s i o n a n d p e e r te a c h i n g ) to h e i g hte n learning effectiveness and use competition properly to provide incentives for collaboration. Design classroom ac tivities including collaboration and competition to shape a lively, interac tive and ac tive classroom.

Av o i d d e v i a t i n g f r o m t h e s t r e s s w h i c h e n c o u r a g e collaboration through competition instead of mere competition.

Te a c h e r s c a n g i v e s t u d e n t s i n s t r u c t i o n s t o u s e intelligence terminals to give feedbacks at any time.

After teachers propose effective questions, valid data from students is collected and analyzed by TEAM Model Teaching System to generate all kinds of charts, w h i c h h e l p t e a c h e r s c o n d u c t e f fe c t i v e s t r a t e g i e s.

By using intelligence sending ser vice, teachers can s e n d d i ve r s i f i e d m a t e r i a l s, a u t o m a t i c a l l y o r s e m i automatically to intelligence terminals of groups or individuals in accordance with the types of students’ feedback data with smar tness to conduct diversified learning.

7. Record the Class with Connection to After-class TEAM Model System records procedures in class automatically and builds up an abundance of data (including digital materials, e-note, activity procedures, diagnosis reports, make-up videos, teaching behaviors, learning behaviors and, etc.). Effective class recording fills up the gaps between before -class, in-class, a n d a f te r - c l a s s a n d b u i l d s u p l e a r n i n g m o d e s a n d environments close to perfect.

VI. Accurate Teaching Strategies of TEAM Model Based Smarter Learning TEAM Model Based Smar ter Learning is a pedagogy of accurac y. I t conduc ts precise teaching strategies in student-centered classroom aided by TEAM Model Smart Learning Supporting System. From e-Teaching, e-assEssing, e-diAgnosing to e-reMediation, it covers up learning process throughout before-class, in-class and after-class. The following context explicates the teaching strategies upon application of interac tive classroom ( T ), real-time feedbacks (E), diagnosis analysis (A), and learning partner remediation (M).

1. Interactive Classroom (T) Interaction is the first step in realizing studentcentered concept, turning students from objec ts to subjec ts. I n a classroom where each person has an intelligence terminal at hand, one can make teacherstudent interaction more convenient, effective, and smart using TEAM Model System. Take quick question g a m e s, g a i n i n g d o m i n a n c e i n g a m e s, a n d p i c k i n g students for example, by picking a student or a group randomly, teachers can create impar tial classrooms.

Smart picking is a function that pick random students basing on the of students’ typical feedback data. For example, students who get the answer wrong, students of specific option, and students with correct answers from each group, etc. Such function makes the class more targeted and smarter.

3. Diagnosis Analysis (A) TEAM Model System automatically records complete learning process before class, in class and after class including analyses of various assessments (IRS, penciland-paper test, and online scoring system and so on), ac tivit y data and behavioral data of procedures of activities and e-notes. Diagnosis analysis allow teachers to trace back, diagnose and analyze learning condition of each student.

4. Mediation (M) TEAM Model System is also a cloud integrated system which uses the Internet to connect learning resources before class, in class and after class. Students use smart partner APP to receive learning resources like e-note, activity procedures, diagnosis, and make-up videos and so on without gaps, at the same time, using the APP to correct wrong answers, points review, flipped learning and automatic learning, just to name a few.

Supported by TEAM Model System, TEAM Model Based Smarter Learning i s e q u i p p e d w i t h a d v a n t a g e s l i k e automatic learning, group learning, smart strategies, recording throughout the class, artificial intelligence, which helps realize student- centered learning, and inspire students with materials in accordance with their aptitude.

VII. TEAM Model Based Smarter Learning plus AI Coach T E A M M o d e l A I S o k r a t e s Sy s t e m i s a n i n t e l l i g e n ce system which collects and analyses data of teaching behaviors and traits in class. It is not only a teaching exper t combined with AI but also Smar t Teachers’ AI coach which analyses and fully integrates contents (C), pedagogy (P) and technology ( T ).

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智連環學習法

柒、智連環學習法＋ AI 智慧教練 醍摩豆 AI人工智能蘇格拉底系統，是採收與分析課堂教 學行為數據特徵的智能系統，是結合人工智能和教學專 家，分析教材設計 (C)、教法應用 (P)和科技互動 (T)， 促進 TPC三者深度融合的教學研討系統，也是通過 AI 人工智能發展教師專業的支持系統，簡言之，蘇格拉底 系統是智慧教師的 AI智慧教練。智連環學習法，在 AI 智慧教練保障下，給予教師即時教學反饋，大力促進教

師實現智慧連環的課堂，大大加速教師專業成長。以成 都師範銀都紫藤小學為例，每月自動錄製生成超過 300 部蘇格拉底影片，透過這些影片，進行智慧議課、教學 模式切片針灸、同課同構與同課異構分析等教研活動， 讓教學品質不但獲得保障與提升，也逐步典藏校本課堂 教學智慧，不斷提煉智連環學習法的精華。

捌、智連環學習法經典課堂分享平台

圖七／全球醍摩豆智慧教育研究院蘇格拉底影片分享平台

Figure 7 - Sokrates Channel of Global TEAM Model SMART Education Institute

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TEAM Model Based Smarter Learning

With the guarantee of AI coach, TEAM Model Based Smarter Learning gives teachers real-time feedbacks and immensely facilitates teachers’ professional skills on their way to smar t learning. Take Chengdu ELDU Wisteria Primary School for instance, over 300 Sokrates videos are recorded automatically each month. Through these videos, teachers have smart discussion, pinpoint

the teaching pattern with clips, and conduct research activities on analysis of homogeneous pedagogy and heterogeneous pedagogy and so on. Such method e n s u re s t h e a m e l i o r a t i o n o n t e a c h i n g q u a l i t y a n d gradually accumulates the wisdom in class, bring the best out of TEAM Model Based Smarter Learning.

圖八／醍摩豆 AI人工智能蘇格拉底報告

圖九／醍摩豆 AI人工智能蘇格拉底影片

Figure 8 - TEAM Model AI Sokrates Report

Figure 9 - TEAM Model AI Sokrates Video

VII. Sharing Platform of Classic Lessons Using TEAM Model Based Smarter Learning A s T E A M M o d e l S y s t e m i s a p p l i e d s y s t e m a t i c a l l y, massively and normally in over ten countries and regions, its application gets wider and deeper and has amassed many thousands of classic, valuable S o k rate s v i d e o ex a m p l e s. Th e s e v i d e o s a re k e p t i n the Sokrates Channels of Global TEAM Model SMART Education Institute(shor t for Sokrates Channel).

These videos not only help share and promote TEAM M odel Based Smar ter Learning, but also build up a global data research platform for TEAM Model Based Smarter Learning which gradually collects and provides re s e a rc h o n te a c h e r ’s s p e c i a l i z a t i o n d e ve l o p m e n t , norms of teaching behavior big data, cases of smarter classroom database, international cooperation and interaction mechanic, just to name a few.

On the Sokrates Channel, the smar t tag function o f S o k r a te s v i d e o s a l l ows o n e to s e a rc h fo r i n d e x , c l a s s i f i c a t i o n , a n a l y s i s, e x a m i n e, re m a r k s o f v i d e o fragments. For instance, searching for region, programs, semesters, subjects, teaching types and smart features (second answering, diversified teaching, and collaborative learning), etc.

T h e T E A M M o d e l Sy s t e m c o l l e c t s t e a c h i n g d a t a i n sm a r te r c l a ssroo m s a u to m ati ca l l y, a m a s s e s a great n u m b e r o f S o k r a t e s v i d e o s, ve r i f i e s a n d s t o re s u p valuable shares. It is the most treasurable resource in helping teachers develop their professional skills. In the following context, there will be classic examples of student-centered highly interactive learning,

synchronized diversification, group learning one -onone and other in-depth application levels: 1. Student-Centered Learning In the 1st Cross-strait Smarter Lecture Contest in 2016, t h e f i r s t p r i ze w i n n i n g t e a m o f e l e m e n t a r y s c h o o l math: Little Monkey Hanging Bananas (Chengdu Team, instructed by Teacher Ma Hongtao in Chengdu ELDU Wisteria Primary School), fully demonstrated a studentcentered learning, highly interactive lesson.

2. Synchronous Differentiation Instruction I n 2 n d Cro s s - s t ra i t T E AM M o d e l I nv i t at i o n a l M atc h 2017, the team wining first prize on elementary school math: Exploration on Fraction ( Taipei Team, instructed

by Teacher Hsu Dawei, Beisin Elementary School, New Taipei County) conducted diversified lesson preparation and carry out a synchronized diversified lesson.

3. TEAM Model 1-to-1 In 3rd Cross-strait TEAM Model Invitational Match 2018, the team wining first prize on middle school math: Inverse Proportional Function (Hangzou Jianggan Team, instructed by Teacher Gao Jianfeng, Hangzhou Jingfang Middle School) demonstrate group one-on-one learning with diversified materials for different students in a classroom with e-backpack.

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智連環學習法

圖十／許大偉老師，分數探險

Figure 10 - Teacher Hsu Da-wei, Exploration on Fraction

圖十一／高建鋒老師，反比例函数

圖十二／馬宏韜老師，小猴子掛香蕉

Figure 12 - Teacher Ma Hung-tao, Little Monkey Hanging Bananas

Figure 11 - Teacher Gao Jian-feng, Inverse Proportional Function

隨著醍摩豆系統在全球各地超過十個國家、地區，形成 系統性、大規模、常態化應用，不斷提升智連環學習法 之應用深度與廣度，累積數以萬計經典、有價值的蘇格 拉底影片課例。這些影片典藏在全球醍摩豆智慧教育研 究院蘇格拉底平台 ((簡稱為蘇格拉底平台 )，不但有助 於分享與推廣智連環學習法，並可進一步搭建全球性智 連環學習法數據研究平台，逐步採收與提供包括教師專 業化發展 (研究 )、教學行為大數據 (常模 )、智慧課堂 資料庫 (案例 )、國際合作與交流 (機制 )等寶貴智慧。 蘇格拉底平台與頻道中，蘇格拉底影片的智慧標籤，使 課堂影片的智慧模式切片，可以被搜尋、索引、分類、 分析、審核、點評等。例如：搜尋區域、學程、年段、 科目、授課類型、智慧特徵 (二次作答、差異化教學、 合作學習 )等。 醍摩豆系統能自動化採收智慧教室的教學數據，快速累 積數量龐大的蘇格拉底影片，將影片加以審核和典藏分 享，是加速教師專業發展最寶貴的資源。下面以生本高 互動、同步差異化、群學一對一等深度融合境界，分享 智連環學習法經典課例：

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一、生本高互動

2016第一屆兩岸智慧好課堂邀請賽，獲得第一名的小學 數學：小猴子掛香蕉 (成都戰隊，成都銀都紫藤小學馬 宏韜老師執教 )，是充分展現以生為本，高效互動的智 慧課堂。

二、同步差異化

2017第二屆兩岸智慧好課堂邀請賽，獲得第一名的小學 數學：分數探險 (台北戰隊，新北市北新國小許大偉老 師執教 )，是具有差異化備課，在課堂中實現同步差異 化的智慧課堂。

三、群學一對一

2018第三屆兩岸智慧好課堂邀請賽，獲得第一名的中學 數學：反比例函数 (杭州江幹戰隊，杭州市景芳中學高 建鋒老師執教 )，是展現因材施教，在電子書包課堂中， 實現群學一對一的智慧課堂。

TEAM Model Based Smarter Learning

醍摩豆 ‧智連環，成就每一個孩子。

TEAM Model‧TEAM Model Based Learning Empower Teaching, Inspire Learning.

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智連環學習理念之課例研究 - 欣心相印模式

智連環學習理念之課例研究

欣心相印模式 臺北市萬華區雙園國民小學 林欣玫老師

壹、緒論 基於智慧教室的智慧課堂，有逐漸翻轉傳統課堂，成為 主流課堂教學的趨勢，很令人欣慰。在醍摩豆智慧教室 中常態化進行教學活動，將近十年了，包括 IRS智慧教 室、TBL智慧教室、電子書包智慧教室等，嘗試新授課、 討論課、複習課，也研究語文課、數學課、自然課、社 會課等的課堂模式相同點與差異點，在不斷研究智慧課 堂模式的過程中，經常到各地學校示範與分享智慧課 堂，累積了豐富的智慧課堂經驗與智慧。基於此，研究 與提煉出欣心相印模式與課例，讓智慧課堂更容易複製 與擴散。 這三個課例是智連環學習法（吳權威、梁仁楷，2018） 課堂深度融合的三境界示範課例（生本高互動、同步差 異化、群學一對一）。欣心相印模式分為四大環節，分 別是聚焦、學習、擴展、成就，也充分運用智連環學習 法數據決策四情境，主要設計要點包括以學生為中心、 互動與數據決策，差異化教材設計，以及電子書包環境 的群學與自學等，希望能協助新手智慧教師，更容易掌 握醍摩豆智慧教室與智連環教學法的教學活動設計理念 與要點。

二、學習─看見思考創造改變

透過科技快速的採集數據及分析數據，教師可了解學生 學習狀況，選擇相對應的教學策略。例如：相同的題目， 可進行第二次的作答，了解學生想法改變或不變的理 由，達成學習任務。

三、擴展─看法不同多元思考

透 過 數 據 採 集 設 備 ， 例 如 ： I RS 、 平 板 、 手 機 等 ， 迅 速 蒐集多元想法，讓學生可以在組內與組間分享﹑探索， 聆聽多元想法，擴展多元能力。

四、成就─看出差異因材施教

運用科技提供的有效數據，採取有效決策，進行差異化 的教與學活動，成就每一個小組與個人。

貳、欣心相印模式簡介 「欣心相印智連環模式」，是多年應用智慧教室發展智 慧課堂的經驗累積，是一套跨學科應用的智慧模式。本 模式可以用於語文、數學、自然、社會等學科，結合學 科教材 (C)、團隊合作學習教法 (P)與智慧教學支持系統 (T)，藉由三者深度融合，營造孩子們欣欣向學的專注 氛圍，進而達到提升學習成效的目的。這套模式的主要 教學思路是不斷「聚焦」、「學習」、「擴展」與「成 就」，形成智慧連環的課堂，模式要點說明及示意圖 （圖一）如下：

一、聚焦─看懂圖表心靈相通

在智慧課堂中，透過科技的協助，能快速採集數據，讓 教師與學生、學生與學生間只要透過圖表就能了解彼此 的想法，聚焦於課堂情境。

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圖一／欣心相印智連環模式教學思路示意圖

Figure 1 - Heart-To-Heart TEAM Model Based Smarter Learning

The Heart-To-Heart Model

Lesson Samples on the Principle of TEAM Model Based Smarter Learning

The Heart-To-Heart Model Shuang yuan Primary School, Taipei

Teacher Shin-mei, Lin

I. Introduction It is gratifying that Smarter lessons based on Smarter Classrooms has changed traditional classroom over time and become the mainstream. I have conducted teaching activities including IRS TEAM Model Smarter Classroom, TBL TEAM Model Smar ter Classroom and 1-to-1 TEAM Model Smarter Classroom etc. for nearly ten years, trying out new teaching models, discussion lessons and review lessons, meanwhile, researching similarities and differences between the lecture modes of language class, math class, science class, and social studies class. In the process of my on-going research of Smar ter Classroom, I went to schools in different regions to share and demonstrate Smart Lessons from time to time. Based on these experiences, I conducted research and came up with the Heart-To-Heart Model and its lesson samples to better spread and duplicate the idea of Smarter Classroom.

The three lesson samples are deeply integrated with the three levels of TEAM Model Based Smarter Learning (Power Wu, Steven Liang). It is divided into four stages: Fo c u s, Le a r n i n g, E x p a n s i o n a n d Ac h i e ve m e n t , a n d also employs the four situations in TEAM Model Based Smar ter Learning strategies. The main key points of this model includes student-orientated teaching, inclass interaction and data-based strategies, diversified teaching materials design, as well as group learning and individual-learning in an 1-to-1 TEAM Model Smar ter Classroom environment, hoping to assist teachers in grasping the concept of lesson design with the idea of TEAM Model Classroom and TEAM Model Based Smarter Learning.

II. Introduction of The Heart-To-Heart Model T h e H e a r t -To - H e a r t M o d e l i s t h e a c c u m u l a t i o n o f experiences throughout the years of using Smar ter Classroom to conduct Smarter lessons. It is applicable a c ro s s s u b j e c t s s u c h a s l a n g u a g e s, m a t h , s c i e n c e, social studies etc.. With in-depth integration of Subject M a t e r i a l C o n t e n t s ( C ) , G r o u p - L e a r n i n g Pe d a g o g y ( P ) , a n d S m a r t e r Te a c h i n g S u p p o r t i n g S y s t e m ( T ) , teachers can create lively ambiance which helps

children concentrate on the class to heighten learning effectiveness. The mindset of this teaching model is to help students reach constant “focus”, “ lear ning”, “expansion”, and “achievements”, which constitutes a smar ter classroom. Explication on key points and illustration (Chart1) of the pattern are as follow: 1. Focus

Comprehend diagrams to build up rappor t: a smar t c lassro o m equip p ed wit h tec hno lo gy co llec t s data q u i c k l y, a l l ows c l a s s m e m b e r s t o g e t t o k n ow o n e another’s thoughts between teachers and students or students and students and help individuals concentrate in class.

2. Learning

Review the think ing process to make changes: With technology that collec ts and analyzes data quick ly, teachers can realize students’ learning condition and opt to utilize corresponding teaching strategies. For e x a m p l e, t e a c h e r s c a n a s k s t u d e n t s t o a n s we r t h e same questions for the second time to get to know the reason why students change or remain their opinions, by which attain learning goals.

3. Expansion D i v e r s i f i e d t h i n k i n g w i t h d i f fe r e n t o p i n i o n s : d a t a c o l l e c t i n g d e v i c e s s u c h a s I R S , t a b l e t s, a n d s m a r t phones, collec t different opinions quick ly, allowing students to share, probe and listen to a diversity of thoughts within a group or between groups, by which expand one’s multiple abilities.

4. Achievements

See the difference and give materials according t o s t u d e n t s’ a p t i t u d e : u s e v a l i d d a t a p r o v i d e d b y technology devices to select effective strategies.

Conduct diversified teaching and learning to better individual groups and each student.

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智連環學習理念之課例研究 - 欣心相印模式

參、 教學設計理念 本課例是「欣心相印智連環模式」課堂實踐，並且結合 團隊合作學習 (Team-based Learning )方式與智慧教 學支持系統，期能在課堂上達到「關注」每個孩子的學 習狀況、「提升」每個孩子學習成效、「成就」每個孩 子多元發展的目標。

一、教材 (Content)說明

本節課是讓學生透過觀察、探索與討論，察覺並描述 圖形及數量的規律關係。教學活動規劃從一開始的圖 形對照，接著請學生觀察一連串圖形與數字，找到其 中的規律關係，進一步推導出計算的方法「a n =a 1 +(n1)×d」。最後以生活中的案例入題，讓學習與實際情 境相結合，深化學習成效。 教材中，設計便於採收學生想法，協助教師決策的選擇 題，在課堂開始立即掌握學生先備經驗；在課堂中運用 提問設計，掌握學生迷思概念，進一步採取二次作答策 略，促進學生間討論、釐清正確概念，及檢核學生學習 情況。

二、教學方法 (Pedagogy)說明

（一）營造學習氛圍、促進生生合作

三、科技應用 (Technology)說明 （一）即時蒐集與分析數據

透過圖表教師與學生、學生與學生彼此間的思考就能被 看見。透過數據統計分析，教師能做出相應的教學決 策，學生能了解自己的學習狀況。

（二）快速傳遞與蒐集資料 透過平板、手機等工具，能有效率地推送題目、迅速蒐 集多元想法，看見多元不同思考方式。

（三）完整保留教與學歷程 透過科技能將課堂教學與學習歷程保留至課後，作為補 救教學、延伸學習，或是教師專業成長的依據。

四、教學要點與情境示例

（一）聚焦─看懂圖表心靈相通： (1) 教師提問，學生透過 IRS作答，隨即呈現統計結果， 透過即時呈現的統計圖表，看見彼此的想法。 (2) 教師與學生依據統計結果進行討論。

在課堂進行中，教師與學生、學生與學生間只要透過統 計圖表，就能了解彼此的想法，聚焦課堂學習任務。此 外，規劃個人與組間競爭的獎勵機制，促進組內合作、 激發組間競爭的學習氣氛。

（二）二次作答機制、創造學習改變

教師布題後，請學生利用 IRS作答，呈現分組統計圖表， 讓學生了解組內有不同的想法，在組內彼此交流後，請 學生再回答一次 (二次作答 )，藉由兩次答題的統計結 果，確定學生想法改變，達成學習任務。

（三）活化學習過程、啟發多元思考

教師布題後，先請學生自行思考解題，透過數據採集設 備，迅速的蒐集多元想法。接著進行組內分享與討論， 學生能看見不同想法，進一步反思、歸納最好的解題方 式。

（四）完善差異教學、拉近學習落差

教師布題後，透過數據分析，可看出需要協助的個人或 小組，進一步提供差異化教材或協助，提升每個人的學 習成效。

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圖二／課堂呈現統計長條圖

Figure 2 - Presenting Statistical Bar Chart in Class

（二）學習─看見思考創造改變： (1) 教師提問，學生透過 IRS作答，隨即呈現統計結果， 透過即時呈現的統計圖表，看見彼此的想法。 (2) 進行組內或全體討論，討論後請學生再作答一次 (二 次作答 )，得知那些學生想法改變，進一步了解改變 過程及想法，達成學習任務。

The Heart-To-Heart Model

III. Idea of Teaching model Designing

(iii) Activate Learning and Spur Diverse Thinking

The sample is the practice of “Heart-To-Heart Zhi Lian Huan pattern.” It combines Team-based Learning with Smart Teaching Supporting System in hopes of tending each kid’s need and their learning situation, enhancing each kid’s learning effectiveness and helps each kid with diverse development.

Te a c h e r s s h o w t h e q u e s t i o n s a n d a s k s t u d e n t s t o think and answer by themselves first. Then, use data collecting devices to quickly collect different thoughts w h i c h s h o u l d b e c o m m u n i c a t e d w i t h i n g ro u p s. As students see the differences, they reflect on the questions and figure out the best solutions.

1. Content

(iv) Comprehensive Diversified Teaching to Diminish Learning

The lesson makes students be aware of regular correlations of shapes and numbers and describe them through observing, probing, and discussion.

Teaching plan star ts from shapes contrasting. Then, students are asked to observe a series of shapes and numbers to figure out regular correlations between them. By this chance, teacher deduces the arithmetic approach a n =a 1 +(n-1)×d. Finally, integrate examples of real life into questions. Combine learning with reality to enhance learning effectiveness.

In terms of teaching materials, teachers should design multiple choice questions that help collect students’ thoughts on which teaching strategies are based so that teachers can instantly acquire prior knowledge; use the questioning function to know students’ misunderstood concepts and then conduct second answering strategy to facilitate peer discussion, which brings out correct concepts and examine students’ learning process.

2. Pedagogy

(i) Creates Learning Atmosphere and Encourage Collaboration between Peers Through statistic charts, teachers get to know students’ thoughts; students get to know each other’s thoughts as well, allowing class members to better concentrate on learning tasks in class. In addition, teachers can come up with incentives for groups or individuals to encourage teamwork and boost the atmosphere during competitions.

(ii) Use Second Answering Mechanism to Make Changes Teachers show the questions and have students answer with IRS. Statistic charts among groups are presented to students so that they may discover different opinions within groups. After group discussion, have students answer the questions again (S econd Answering Mechanism). This makes sure students rectify themselves by reviewing the results of first and second answering.

Af te r s h ow i n g q u e s t i o n s to s t u d e nt s, te a c h e r s c a n spot individuals or groups which needs help through data analysis and provide diversified teaching materials or assistance to enhance individuals’ learning effectiveness.

3. Technology

(i) Real-time Collecting and Data Analysis Through statistic charts, teachers get to know students t h o u g h t s ; s t u d e n t s g e t t o k n o w e a c h o t h e r ’s a s well. Teachers can conduc t correspondent teaching strategies; students get to k now their own learning condition.

(ii) Quick Sending and Data Collecting With tablets, smart phones and such devices, teachers can send questions efficiently and quickly collect diverse opinions, allowing a glance into different think ing processes.

(ii) Save Complete Versions of Teaching and Learning Procedures Teachers save teaching and learning procedures in class via technology. The record can be used it in remedial teaching and extension study or used as an evidence for teachers’ self-improving.

4. Teaching Key Points and Teaching Situations

(i) Focus---comprehend diagrams to build up rapport 1.

2.

Teachers ask questions; students answer through IRS which instantly shows statistic results.

Through real-time charts, class members get to know one another’s thoughts.

Teachers and students have discussion according to statistical results.

(i) Learning--- review the thinking process to make changes 1.

Teachers ask questions; students answer through IRS which instantly shows statistic results.

55

智連環學習理念之課例研究 - 欣心相印模式

（四）成就─看見差異因材施教： (1) 依據統計分析結果，教師可採取教學決策。以下方 圖五為例，教師可直接加入第二組討論，其他第一、 三、四組則可透過同儕互教方式，達成學習任務。 (2)依據統計分析結果，教師可以即時給予差異化的學 習教材，讓每位學生都能達到學習目標。

圖三／兩次作答長條圖

Figure 3 - Bar Chart of Second Answering

（三）擴展─看法不同多元思考： (1) 教師將教材推送至小組平板，進行小組作答；或將 教材推送至每位學生平板，進行個別作答。 (2) 學生將作答結果透過上傳工作區或飛遞方式傳送至 教師端，教師能立即呈現多元想法，讓學生可以在 組內或組間分享﹑討論。

圖五／數據分析結果提供教師決策

Figure 5 - Teachers Conduct Strategies Basing on Data Analysis

肆、教學課例比較與分析 教學課例是以數學「圖形規律」這個單元，針對「生本 高互動」、「同步差異化」、「群學一對一」三種智慧 課堂所做的教學設計 (詳細的教學設計內容請參見附件 一至三 )，其相同處與相異處比較與分析如下：

一、生本高互動課例

本課例採用 TBL智慧教室，教學設計主要以「個人思考 與回答」、「小組討論與分享」兩種方式為主。

首先在課堂的一開始，請每位學生進行「個人思考與回 答」，計算後學生以 IRS即時反饋系統作答，教師就能 透過即時數據統計做出教學決策。

圖四／迅速推送教材及呈現作答結果

Figure 4 - Send Materials Promptly and Show the Answers

56

舉例來說，若全體通過率大於 80%，表示多數學生已 經掌握概念，可透過挑人的方式隨機挑選學生發表，確 保每位學生充分掌握此概念即可進入下一環節，並於課 後檢視落後學生資料，進行補救教學 (圖六 )；若全體通 過率介於 50%-80%之間，此時教學策略為先進行「小 組討論與分享」，然後請學生再作答一次 (二次作答 )， 視學生第二次作答結果，實施對應的教學策略；若通過 率小於 50%，表示多數學生無法掌握此概念，教師需要 重新進行概念教學。教學後請學生再作答一次 (二次作 答 )，視學生二次作答結果，實施對應的教學策略。

The Heart-To-Heart Model

2.

Through real-time charts team members get to know different opinions with a group.

Conduct group discussion or whole class discussion, after which have students answer the questions again (Second Answering Mechanism).

This helps teachers know which students change their thoughts, why and how do they change their opinions to achieve teaching aims.

(iii) Expansion--- diversified thinking with different opinions: 1.

2.

Te a c h e r s s e n d te a c h i n g m a te r i a l s to t a b l e t s of each group and conduc t group answering or send materials to tablets of individuals to conduct individual answering.

Students send their answers to teachers’ terminals by uploading them to working area or fast delivering function. Teachers can show a variety of opinions to students and have them conduct intragroup or intergroup sharing and discussion.

(iii) Achievements--- see the difference and give materials according to students' aptitude 1.

2.

Teachers can conduct teaching strategies basing on statistical analysis. Take Chart 5 for example, teachers can directly join the discussion of group 2 while group 1, 3, and 4 can fulfill learning tasks through peer teaching.

According to the results of statistical analysis, teachers can give diversified teaching materials so that each students can fulfill one’s own learning tasks.

“individual thinking and answering” After calculation, students use IRS Real-time Feedback System to answer.

Teachers then conduct teaching strategies basing on the real-time data statistics.

For example, if the passing rate of the whole class is over 80%, it means that most students have grasped the idea. Teachers can randomly pick a student to share his idea to ensure every student has fully understood the concept. Then, teachers can move on to the next point while teachers can still check out the data of students who is falling behind after class and conduct remedial teaching (Chart 6).

If the passing rate is between 50% and 80%, the strategy i s t o c o n d u c t “g r o u p d i s c u s s i o n a n d s h a r i n g” f i r s t and then ask students to answer the questions again (Second Answering Mechanism). Teachers then conduct correspondent teaching strategies depending on the result of second answering.

If the passing rate is below 50%, it means most students are not able to handle the concept and then teachers should conduct concept teaching again. After teaching, have students answer the questions again (S econd Answering Mechanism). Conduct corresponding teaching strategies according to the results of students’ second answering.

IV. Comparison and Analysis between Lesson Samples The sample lesson is based on the math class: “ Regular Patterns of Shapes”, the designs are aimed for “Studentcentered Highly Interactive Learning,” “Synchronized D i v e r s i f i c a t i o n ,” a n d G r o u p L e a r n i n g O n e - o n - o n e (detailed teaching design please confer to attachment 1 to 3). The analysis of similarities and differences b e t we e n l e s s o n s b a s e d o n t h e t h re e i n s t r u c t i o n a l designs are as follow: 1. Lesson Sample of Student-centered Learning The lesson takes place in TBL Smart Classroom.

Instruc tional design mainly focus on “individual think ing and answering” and “group discussion and s h a r i n g” At t h e b e gi n n i n g, a s k e a c h s t u d e nt to d o

圖六／數據決策分析圖

Figure 6 - Diagram based on Data Strategies

57

智連環學習理念之課例研究 - 欣心相印模式

二、同步差異化課例

本課例採用 TBL智慧教室，除了「生本高互動」課堂 中運用的全體統計數據做為教學決策外，更細緻化以小 組的統計數據做為教學決策依據，實施「小組差異化學 習」。方式為將學生的學習能力 (解題類型 )分為三大部 分，並設計有三種相對應的學習教材。以下圖七的統計 數據為例：

如果選擇 (1)選項代表能力好的學生；選擇 (2)選項代表 能力普通的學生；選擇 (3)選項代表需協助的學生，則 可推送沒有提示的文字教材到第 5組小組平板；推送有 部分提示的教材給第 1、6組小組平板；推送有詳細提 示的教材給第 2、3、4組小組平板，透過同儕互教方式， 達成學習任務 (圖八 )。

圖七／數據分析結果提供教師決策

Figure 7 - Teachers Conduct Strategies According to Data Analysis

三、群學一對一課例

本課例採用電子書包智慧教室，除了「生本高互動」課 堂中運用的全體統計數據做為教學決策外，更克服了 「同步差異化」課堂只能依據小組做答數據推送差異化 教材到小組平板的問題，而可以直接依據每位學生的作 答結果，推送差異化教材至每位學生的平板，真正做到 個別差異化的學習。

58

參考文獻

網奕電子報（2018）智連環學習法 (TEAM Model Based Smarter Learning)。 網奕電子報 HB20180524C。

The Heart-To-Heart Model

2. Lesson Sample of Synchronous Differentiated Instruction The lesson sample based on TBL TEAM Model Smarter Classroom not only employs whole-class statistical data to conduct teaching strategies in a “student-centered highly interactive context”. The refined lesson also uses group statistical data as reference to draw up teaching strategies and conduc t group “diversified learning.”

We classify students into three categories according to their capacity (answering types) and design three corresponding teaching materials. Take the statistical data of Chart 7 for example:

If option (1) stands for capable students; (2) stands for average students; (3) stands for students needing help. Teachers can sends text materials to the tablet of group 5, materials with partial clues to group 1 and 6, materials with detailed clues to group 2, 3, and 4, through peer teaching to achieve learning tasks (Chart 8).

圖八／數據決策與差異化推送示意圖

Figure 8 - Illustration of Data Strategies and Pushing Diversified Teaching Materials

3. Lesson Sample of TEAM Model 1-to-1 The sample lesson uses 1-to -1 TEAM Model Smar ter Classroom. It not only uses whole-class statistic data to devise teaching strategies in a “student-centered highly interactive classroom,” but overcomes the problem that diversified materials can be only sent to group tablets basing on answering data of groups in a “synchronized diversified classroom.” The design sends diversified materials to tablets of each student directly according to their answers so that we can really fulfill personal diversified learning.

Reference HABOOK e-Newspaper(2018). TEAM Model Based Smarter Learning. HABOOK e-Newspaper HB20180524C.

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智連環學習理念之課例研究 - 欣心相印模式

生本高互動 附件一 高年級數學科《圖形規律》教案設計 學習領域 教學對象 教學資源 能力指標 教學目標

數學領域

教學設計

林欣玫

六年級

教學時間

40 分鐘

教學簡報、TBL 智慧教室(投影機、電子白板、教師端 HiTeach 教學系統、每組一台平板電腦搭配 HiLearning 電子書包 學習系統、學生每人一個 IRS 即時反饋器) 能由生活中常用的數量關係，運用於理解問題並解決問題，並檢驗解題的合理性。 1. 透過布題的討論和觀察，將問題簡化並思考解題的方法。 2. 透過布題的討論和觀察，從圖示或算式找出規律來解决生活中的應用問題。 教學流程

教學模式

(P、C) 一、

營造氣氛、激發動力：教師說明活動規則，激發學習動力，營造合 作學習氣氛。

二、

時間

教學評量

科技應用(T)

(P、C) 能專心聆聽瞭解教師的

2分

說明

提問回答、引發思考：

個人思考與回答 (一) 教師提問：請你觀察下圖，用吸管排出相連的 8 個三角形共需要

5分

能思考並寫下解題方法

幾根吸管？你是怎麽算的？請記錄計算的過程。

(二) 教師提問：剛才的題目，你是用什麼方法算的呢?

引發思考

請用 IRS 作答。 (1) 3+2×(8–1)或 3+(2×7)或 1+(2×8)

聚焦─

搜集想法

(2) 3+2+2+2+2+2+2+2 或

看懂圖表

↓

1+2+2+2+2+2+2+2+2

心靈相通

呈現

(3) 畫出 8 個相連的三角形，再一根一根數

統計結果

(4) 其他 (三)

能看懂統計圖表

呈現統計結果。先詢問選(4)選項的學生，瞭解他們的解題結

作品觀摩

果，嘗試歸納進前 3 種方式中。

HiTA 拍照

小組討論與分享 (四)

↓

小組討論(1)、(2)、(3)選項解法的差異。此時，教師可挑選不

三、

↓

討論結束，隨機挑選學生分享，並由師、生共同歸納。

管？

推送教材 8分

↓

思考並寫下解題方法

小組任務

擴展─

↓

看法不同

作品遞交

多元思考

能反思及發表想法

作品觀摩

小組討論與分享 教師提問：如果要排出相連的 20 個三角形，共需要幾根吸

法

歸納結果

小組合作、互教互學： (一)

能觀察到不同的解題方

呈現作品

同解法的作品拍照、上傳。 (五)

能思考並做出選擇

即問即答

↓ 呈現作品

觀察到不同的解題方法 能與組員分享與討論 能反思及發表想法

↓ (二)

請組員進行分享並記錄計算的過程。

(三)

請小組遞交作品至工作區，對學生提問，歸納結果。

分享想法 ↓ 歸納結果

60

能觀察、思考並寫下解 題方法 能思考並做出選擇

The Heart-To-Heart Model

Student-Centered Learning Attachment 1 - Lesson Sample on Regular Patterns of Shapes, Senior Math Class Field

Math

Teaching Design

Xin-mei, Lin

Target Student

6th grader

Period

40 min

Resources

Teaching slides, TBL TEAM ModelSmarter Classroom (projector, Interactive White Board, HiTeach Smarter Teaching System, Group tablet installed with HiLearning Student-Tablet Learning System, IRS clickers for each student)

Capability Index

Able to understand and solve problems with practical correlation between numbers in everyday life.

Meanwhile, check if the solution is logical.

Teaching Aims

1. Observe and discuss the question to simplify it and come up with a solution 2. Observe and discuss the question to find regular patterns from the illustrations or equations to solve problem in everyday scenarios.

Teaching Model

Teaching Procedures (P、C)

Period

I. Create Ambience and Motivations：teachers explain rules of the activity, create motivations and ambience for group work.

2 mins

II. Ask Questions and Encourage Thinking: Individual Thinking and Answering A. Teachers’ Question: Please observe the following picture.

How many straws do you need if you use straws to make 8 triangles bordering one another? How do you calculate? Please write down your calculation process.

Technology Application (T)

Pay attention to and comprehend teachers’ explanation

5 mins

Think and write down the solution

Encourage Thinking Answer promptly on instant questions

Focus--comprehen d diagrams to build up rapport

Expansion-diversified thinking with different opinions

B. Teachers’ Question: Which solution did you used to solve the above mentioned question? Please answer with IRS. (1) 3+2×(8–1) or 3+(2×7) or 1+(2×8) (2) 3+2+2+2+2+2+2+2 or 1+2+2+2+2+2+2+2+2 (3) Draw 8 bordering triangles and count the straws one by one.

(4) Other C. Present the Statistic Results: ask students who choose (4) about their solutions, understand their process and try to conclude their solutions into the three categories mentioned above Group Sharing and Discussion D. Discuss the differences of solution (1), (2), and (3) in groups. Meanwhile, teachers can select answers with different solutions, take photos and upload.

E. When the discussion is over, teachers pick random students to share and finally teachers make conclusion together with students.

III. Teamwork, Mutual Teaching and Learning Group Sharing and Discussion A. Teachers’ Question: How many straws are needed to make 20 bordering triangles?

B. Conduct intergroup sharing and record calculation process

Assessments (P、C)

Think and make choices

Collect opinions ↓ Present statistical results

Work Comparison HiTA Camera ↓ Present Works ↓ Conclude

8 mins

Works Review Push Teaching Materials ↓ Group tasks ↓ Submit works ↓ Works present ↓ Share thoughts ↓ Conclude

Read statistical charts Observe other solutions Reflect and share their thoughts

Think and write down the solution Observe other solutions Reflect and share their thoughts Think and write down the solution Think and make

61

智連環學習理念之課例研究 - 欣心相印模式

個人思考與回答 (四) 擴展─

教師提問類似題型，請學生思考記錄下計算過程後，用 IRS 作

檢核

答。

學習結果

問題：如果要排出相連的 30 個四邊形，共需要幾根火柴棒？

即問即答

能看懂統計圖表

搜集想法

看法不同

↓

多元思考 5分

呈現統計結 果 ↓

(五) 四、

呈現統計數據，師、生共同歸納。

歸納結果

小組討論、鞏固學習：

小組討論與分享 (一)

教師提問：霏霏的爸爸想要做一組相連的圍欄。請先觀察並

8分

能與組員分享與討論

小組討論看看， 「多做一個」圍欄需要幾根木棒？

引發思考 (二)

隨機挑選學生回答。

個人思考與回答 (三)

即問即答

能思考寫下解題方法並

搜集想法

做出選擇

↓

教師提問：霏霏的爸爸到了木材行，發現木棒在特價，把全部

呈現

76 根木棒都買回來。能做出幾個圍欄？請將解題過程寫下來，

統計結果

並利用 IRS 作答。

↓ 小組分享 ↓

學習─

再選一次

看見思考

能看懂統計圖表 能與組員分享與討論

↓

創造改變

全班討論

小組討論與分享

五、

(四)

呈現統計結果，進行組內分享與討論。

(五)

討論後，請學生再回答一次。

(六)

挑選學生分享，確認想法改變，並由師、生共同歸納。

↓

(一)

教師提問：如果把 76 根木棒做出 15 個相連的圍欄，請問每增

能與組員合作完成任務 作品觀摩 推送教材 10 分

↓ 小組任務

加一個圍欄需要幾根木棒？請小組合力算出答案。 (二)

擇

歸納結果

分組競賽、强化合作：

小組討論與分享

能確認思考再次做出選

↓

教師提問：請利用剛才計算的結果，

作品遞交

並發揮創意，排出屬你們小組的「第 1 個」圍欄樣式。

↓ 呈現作品

能歸納及發表想法

↓ (三)

分享想法

請小組遞交作品至工作區，對學生提問，歸納結果，答對的組

↓

別獲得加分。

歸納結果 隨機挑人

六、 歸納總結

挑人回答

回顧課堂、總結表揚： (一)

請學生回答今天學習到的內容。

(二)

公布團隊合作成績，頒發小組合作獎項。

2分

記分板 確認 計分結果

62

能反思及發表想法

The Heart-To-Heart Model

C. Have groups submit their works to working area. Raise questions to students and make conclusion.

Individual Thinking and Answering D. Teachers ask similar questions, have students think and record their calculation process and answer with IRS. Question：How many matches are needed to make 30 bordering squares?

E. Present statistical data. Teachers and students make conclusions together.

IV. Group Discussion to Reinforce Learning Group Sharing and Discussion A. Teachers’ Question：Fifi’s father want to make a series of fence made of rods which connect with each other.

Observe and discuss with your group how many rods he needs to make “one more “fence?

5 mins

Group Sharing and Discussion D. Present the statistical results and conduct sharing and discussion within groups E. After discussion, have students answer for the second time.

F. Pick students to share their thoughts and make sure they have rectified their idea. Teachers and students make conclusions together.

V. Group Competition to Strengthen Teamwork Group Sharing and Discussion A. Teachers’ Question: If the 76 rods are made into 15 connected fences, how many rods are need to increase one more fence? Collaborate with your team members to figure out the answer.

B. Teachers’ Question: Use the result gained from the last calculation, devise the very “first” fence pattern of your team.

choices Read statistical charts

8 mins

Encourage Thinking Answer promptly on instant questions Collect opinions ↓ Present the statistical results ↓ Group sharing ↓ Make choice again ↓ Class discussion ↓ Conclude results

B. Pick-out a student to answer Individual Thinking and Answering C. Teachers’ Question: Fifi’s father went to building material store and found rods on sale so he bought all 76 rods home. How many fences can he make? Write down your solution and answer with IRS.

Learning--review the thinking process to make changes

Check Learning Results Answer promptly on instant questions ↓ Present statistic results ↓ Conclude

10 mins

Works Review Teaching material sending ↓ Group tasks ↓ Submit the works ↓ Works present ↓ Thoughts sharing ↓ Conclude

Share and discuss with team members

Think and write down the solution

Read statistical charts Share and discuss with team members Re-think and make choice again Collaborate with team members to complete tasks

Conclude and share their thoughts

C. Have groups submit their works to work area, ask students questions and make conclusions. Give points to group with correct answers.

Conclusion

IV. Recap, Conclude and Praise： A. Have students answer the contents they learned today B. Reveal scores of each team and give prizes for excellent teamwork

2 mins

Pick-Out Pick a student to answer Scoring Board Confirm scores

Reflect and share their thoughts

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智連環學習理念之課例研究 - 欣心相印模式

同步差異化 附件二 高年級數學科《圖形規律》教案設計 學習領域

數學領域

教學設計

林欣玫

教學對象

六年級

教學時間

40 分鐘

教學資源 能力指標 教學目標

教學簡報、TBL 智慧教室(投影機、電子白板、教師端 HiTeach 教學系統、每組一台平板電腦搭配 HiLearning 電子書包學習系 統、學生每人一個 IRS 即時反饋器) 能由生活中常用的數量關係，運用於理解問題並解決問題，並檢驗解題的合理性。 1. 透過布題的討論和觀察，將問題簡化並思考解題的方法。 2. 透過布題的討論和觀察，從圖示或算式找出規律來解决生活中的應用問題。 教學流程

教學模式

(P、C) 一、 二、

時間

教學評量

科技應用(T)

(P、C)

營造氣氛、激發動力：教師說明活動規則，激發學習動力，營造合作學 2 分

能專心聆聽瞭解教師

習氣氛。

的說明

提問回答、引發思考：

個人思考與回答 聚焦─

(一) 教師提問：請你觀察下圖，用吸管排出相連的 8 個三角形共需要幾根吸 5 分

看懂圖表

能思考並寫下解題方 法

管？你是怎麽算的？請記錄計算的過程。

心靈相通

(二) 教師提問：剛才的題目，你是用什麼方法算的呢? 請用 IRS 作答。 (1) 3+2×(8–1)或 3+(2×7)或 1+(2×8) (2) 3+2+2+2+2+2+2+2 或 1+2+2+2+2+2+2+2+2 (3) 畫出 8 個相連的三角形，再一根一根數

引發思考 即問即答

能思考並做出選擇

搜集想法 ↓ 呈現統計結 果

(4) 其他 (三) 呈現統計結果。先詢問選(4)選項的學生，瞭解他們的解題結果，嘗試 歸納進前 3 種方式中。 三、

能看懂統計圖表

小組合作、互教互學：

小組差異化教學 (一)

依據上一題的統計結果，推送差異化教材內容到小組平板，請組員記 8 分 錄計算的過程並進行分享。

(二) 成就─

教師提問：如果要排出相連的 20 個三角形，共需要幾根吸管？

果

1. 若前一題「全部組員皆選擇(1)選項」，則給予文字題目。

↓

看出差異

推送教材

因材施教

2. 若前一題「有任一組員選擇(3)選項」，則給予詳細提示的內容。

64

差異推送 根據統計結

思考並寫下解題方法

The Heart-To-Heart Model

Synchronous Differentiated Instruction Attachment 2 - Lesson Sample on Regular Patterns of Shapes, Senior Math Class Field

Math

Teaching Design

Lin Xinmei

Target Student

6th grader

Period

40 min

Resources

Teaching slides, TBL TEAM Model Smarter Classroom (projector, Interactive White Board, HiTeach Smarter Teaching System, Group tablet installed with HiLearning Student-Tablet Learning System, IRS clickers for each student)

Capability Index

Able to understand and solve problems with practical correlation between numbers in everyday life. Meanwhile, check if the solution is logical.

Teaching Aims

1.

2.

Observe and discuss the question to simplify it and come up with a solution Observe and discuss the question to find regular patterns from the illustrations or equations to solve problem in everyday scenarios.

Teaching Procedures (P、C)

Period

I. Create Ambience and Motivations：teachers explain rules of the activity, create motivations and ambience for group work.

2 mins

II. Ask Questions and Encourage Thinking: Individual Thinking and Answering A. Teachers’ Question: Please observe the following picture.

How many straws do you need if you use straws to make 8 triangles bordering one another? How do you calculate? Please write down your calculation process.

5 mins

Teaching Model

Focus ─ comp rehen d diagr ams to build up rappo rt

Achieveme nts─ see the difference and give materials according to students’ aptitude

Technology Application (T)

Think and write down the solution

Encourage Thinking Answer Pop quiz Collect opinions ↓ Present statistical results

B. Teachers’ Question: Which solution did you used to solve the above mentioned question? Please answer with IRS. (1) 3+2×(8–1) or 3+(2×7) or 1+(2×8) (2) 3+2+2+2+2+2+2+2 or 1+2+2+2+2+2+2+2+2 (3) Draw 8 bordering triangles and count the straws one by one.

Assessments (P、C) Pay attention to and comprehend teachers’ explanation

Think and make choices

Read statistical charts

(4) Other C. Present the Statistic Results: ask students who choose (4) about their solutions, understand their process and try to conclude their solutions into the three categories mentioned above III. Teamwork, Mutual Teaching and Learning Individual Thinking and Answering A. According to the statistical results of last question, send diversified teaching materials to group tablets and have group members record their calculation process, followed by sharing.

B. Teachers’ Question: How many straws are needed to make 20 bordering triangles?

(1) If “all group members chose option (1)” in the above mentioned question, give the group the question with mainly text.

(2)

8 mins Diversified Sending Consult statistic results ↓ Push teaching materials

Think and write down the solution

If “there is any member in a group choosing option (3),”then give the group contents with detailed clues.

65

智連環學習理念之課例研究 - 欣心相印模式

作品觀摩

能觀察到不同的解題

推送教材

方法

↓ 小組任務

能反思及發表想法

↓ 作品遞交 ↓

3. 若前一題組員選擇的結果為「有(1)選項及(2)選項」或

呈現作品

「全部組員皆選擇(2)選項」 ，則給予部分提示的內容。

↓

能觀察、思考並寫下解 題方法 能思考並做出選擇

分享想法 擴展─

↓

看法不同

歸納結果

能看懂統計圖表

多元思考 5分 檢核 學習結果 (三)

即問即答

請小組遞交作品至工作區，對學生提問，歸納結果。

搜集想法

個人思考與回答 (四)

↓

教師提問類似題型，請學生思考記錄下計算過程後，用 IRS 作答。

呈現統計結

問題：如果要排出相連的 30 個四邊形，共需要幾根火柴棒？

果 ↓ 歸納結果

(五) 四、

呈現統計數據，師、生共同歸納。

小組討論、鞏固學習：

小組討論與分享 (一)

教師提問：霏霏的爸爸想要做一組相連的圍欄。請先觀察並小組討

能與組員分享與討論

8分

論看看， 「多做一個」圍欄需要幾根木棒？

引發思考 (二)

隨機挑選學生回答。

個人思考與回答 (三)

教師提問：霏霏的爸爸到了木材行，發現木棒在特價，把全部 76 根木棒都買回來。能做出幾個圍欄？請將解題過程寫下來，並利用

學習─

IRS 作答。

看見思考 創造改變

即問即答 搜集想法 ↓

能思考寫下解題方法 並做出選擇

呈現統計結 果 ↓ 小組分享 ↓ 再選一次 ↓

小組討論與分享

66

(四)

呈現統計結果，進行組內分享與討論。

(五)

討論後，請學生再回答一次。

能看懂統計圖表 能與組員分享與討論

全班討論 ↓ 歸納結果

能確認思考再次做出 選擇

The Heart-To-Heart Model

(3)

Expansion ─ diversified thinking with different opinions

If “students in a group chose (1) and (2)”or “all group members chose (2),”then give the group contents with partial clues.

C. Have groups send their works to working area, ask students questions and make conclusions.

Individual Thinking and Answering D. Teachers ask similar questions, have students think and record their calculation process and answer with IRS. Question：How many matches are needed to make 30 bordering squares?

5 mins

E. Present the statistical data. Teachers and students make conclusions together IV. Group Discussion to Reinforce Learning Group Sharing and Discussion A. Teachers’ Question：Fifi’s father want to make a series of fence made of rods which connect with each other.

Observe and discuss with your group how many rods does he need to make “one more” fence?

Learning─ review the thinking process to make changes

Works Review Push teaching materials ↓ Group tasks ↓ Submit works ↓ Present works ↓ Share thoughts ↓ Conclusion

B. Pick a random student to answer Individual Thinking and Answering C. Teachers’ Question: Fifi’s father went to building material store and found rods on sale so he bought all 76 rods home.

How many fences can he make? Write down your solution and answer with IRS.

Group Sharing and Discussion D. Present the statistical results and conduct sharing and discussion within groups E. After discussion, have students answer for the second

Check Learning Results Answer Pop quiz

Observe to solve the problem Reflect and share their thoughts Think and write down the solution Think and make choices Read statistical charts

↓ Present statistic results ↓ Conclusion

8 mins

Share and discuss with team members

Encourage Thinking Answer Pop quiz Collect opinions ↓ Present statistical results ↓ Group sharing ↓ Make 2nd choice ↓ Class discussion ↓ Conclude the results

Think, write down the solution and make choices

Read statistical charts Share and discuss with team members Re-think and make choices

67

智連環學習理念之課例研究 - 欣心相印模式

(六) 五、

挑選學生分享，確認想法改變，並由師、生共同歸納。

作品觀摩

分組競賽、强化合作：

推送教材 10 分

小組討論與分享 (一)

教師提問：如果把 76 根木棒做出 15 個相連的圍欄，請問每增加

能與組員合作完成 任務

小組任務

一個圍欄需要幾根木棒？請小組合力算出答案。 (二)

↓ ↓

教師提問：請利用剛才計算的結果，

回傳作品

並發揮創意，排出屬你們小組的「第 1 個」圍欄樣式。

↓ 呈現作品 ↓ 分享想法

(三)

能歸納及發表想法

↓

請小組遞交作品至工作區，對學生提問，歸納結果，答對的組別

歸納結果

獲得加分。

隨機挑人 六、 歸納總結

挑人回答

回顧課堂、總結表揚： (一)

請學生回答今天學習到的內容。

(二)

公布團隊合作成績，頒發小組合作獎項。

2分

記分板

能反思及發表想法

確認計分 結果

群學一對一 附件三 高年級數學科《圖形規律》教案設計 學習領域

數學領域

教學設計

林欣玫

教學對象

六年級

教學時間

40 分鐘

教學資源 能力指標 教學目標

教學簡報、TBL 智慧教室(投影機、電子白板、教師端 HiTeach 教學系統、學生每人一台平板電腦搭配 HiLearning 電子書 包學習系統、每人一個 IRS 即時反饋器) 能由生活中常用的數量關係，運用於理解問題並解決問題，並檢驗解題的合理性。 1. 透過布題的討論和觀察，將問題簡化並思考解題的方法。 2. 透過布題的討論和觀察，從圖示或算式找出規律來解決生活中的應用問題。 教學流程

教學模式

(P、C) 一、

營造氣氛、激發動力：教師說明活動規則，激發學習動力，營造合作學 習氣氛。

二、

時間

科技應用

(P、C) 能專心聆聽了解教

2分

師的說明

提問回答、引發思考：

個人思考與回答 (一)

教學評量

(T)

教師提問：請你觀察下圖，用吸管排出相連的 8 個三角形共需要幾根

能思考並寫下解題 5分

方法

吸管？你是怎麽算的？請記錄計算的過程。

聚焦─

(二)

教師提問：剛才的題目，你是用什麼方法算的呢? 請用 IRS 作答。

看懂圖表

(1) 3+2×(8–1)或 3+(2×7)或 1+(2×8)

心靈相通

(2) 3+2+2+2+2+2+2+2 或 1+2+2+2+2+2+2+2+2 (3) 畫出 8 個相連的三角形，再一根一根數

引發思考

能思考並做出選擇

即問即答 搜集想法 ↓

68

(4) 其他 (一)

呈現統計結果。先詢問選(4)選項的學生，瞭解他們的解題結果，

呈現統計 結果

能看懂統計圖表

The Heart-To-Heart Model

time.

F. Pick students to share their thoughts and make sure they have rectify their idea. Finally, teachers and students make conclusions together.

V. Group Competition to Strengthen Teamwork Group Sharing and Discussion A. Teachers’ Question: If the 76 rods are made into 15 connected fences, how many rods are need to increase one more fence? Please collaborate with your team members to figure out the answer.

B. Teachers’ Question: use the result you gained from the last calculation to devise the very “first” fence pattern of your team.

10 mins

Works Review Push Teaching Materials ↓ Group tasks ↓ Submit works ↓ Works present ↓ Share Thoughts ↓ Conclude

Collaborate with team members to complete tasks

Conclude and share their thoughts

C. Have groups send their works to working area, ask students questions and make conclusions. Give points to group with correct answers.

Conclusion

IV. Recap, Conclude and Praise： A. Have students answer the contents they learned today B. Reveal scores of each team and give prizes for excellent teamwork

2 mins

Pick-Out Pick a student to answer Scoring Board Confirm scores

Reflect and share their thoughts

TEAM Model 1-to-1 Attachment 3 - Lesson Sample on Regular Patterns of Shapes, Senior Math Class Field

Math

Teaching Design

Lin Xinmei

Target Student

6th grader

Period

40 min

Resources

Teaching slides, TBL Smart Classroom (projector, Interactive White Board, HiTeach Smarter Teaching System, Group tablets installed with HiLearning Student-Tablet Learning System, IRS clickers for each student)

Capability Index

Able to understand and solve problems with practical correlation between numbers in everyday life. Meanwhile, check if the solution is logical.

Teaching Aims Teaching Model

Focus--comprehend diagrams to build up rapport

1. Observe and discuss the question to simplify it and come up with a solution 2. Observe and discuss the question to find regular patterns from the illustrations or equations to solve problem in everyday scenarios.

Technology Teaching Procedures Assessments Period Application (P、C) (P、C) (T) Pay attention and I. Create Ambience and Motivations：teachers explain rules of the 2 comprehend mins activity, create motivations and ambience for group work. teachers’ explanation II. Ask Questions and Encourage Thinking: Individual Thinking and Answering Think and A. Teachers’ Question: Please observe the following picture. How 5 write down the many straws do you need if you use straws to make 8 triangles mins solution bordering one another? How do you calculate? Please write down your calculation process.

B.

Teachers’ Question: Which solution did you used to solve the above mentioned question? Please answer with IRS. (1) 3+2×(8–1)或 3+(2×7) or 1+(2×8) (2) 3+2+2+2+2+2+2+2 or 1+2+2+2+2+2+2+2+2 (3) Draw 8 bordering triangles and count the straws one by one.

Encourage Thinking Think and Answer Pop quiz make choices Collect opinions ↓ Present statistical results

Read

69

二、

提問回答、引發思考：

個人思考與回答

(一) - 教師提問：請你觀察下圖，用吸管排出相連的 8 個三角形共需要幾根 智連環學習理念之課例研究 欣心相印模式

能思考並寫下解題 5分

方法

吸管？你是怎麽算的？請記錄計算的過程。

聚焦─

(二)

教師提問：剛才的題目，你是用什麼方法算的呢? 請用 IRS 作答。

看懂圖表

(1) 3+2×(8–1)或 3+(2×7)或 1+(2×8)

心靈相通

(2) 3+2+2+2+2+2+2+2 或 1+2+2+2+2+2+2+2+2

引發思考

(3) 畫出 8 個相連的三角形，再一根一根數

能思考並做出選擇

即問即答 搜集想法 ↓

(4) 其他 (一)

能看懂統計圖表

呈現統計 結果

呈現統計結果。先詢問選(4)選項的學生，瞭解他們的解題結果， 嘗試歸納進前 3 種方式中。

三、

引導觀察、自學思考：

個別差異化學習 (一)

依據上一題的統計結果，推送差異化教材內容到每位學生的平板，請

8分

學生記錄計算的過程。 (二)

差異推送 根據統計

教師提問：如果要排出相連的 20 個三角形，共需要幾根吸管？

結果

(1) 若前一題選擇(1)選項的直接給文字題目。

思考並寫下解題方 法

↓

成就─

推送教材

看出差異 因材施教 (2) 若前一題選擇(3)選項給予詳細提示的內容。 (3) 若前一題選擇(2)選項給予部分提示的內容。

作品觀摩 推送教材 ↓ 個別解題 ↓ 作品遞交 ↓

擴展─

(三)

看法不同 多元思考

題方法

呈現作品

請學生遞交作品至工作區，挑選學生作品呈現，對學生提問，歸納

↓

結果。

能反思及發表想法

分享想法

個人思考與回答 (四)

能觀察到不同的解

↓

教師提問類似題型，請學生思考記錄下計算過程後，用 IRS 作答。

歸納結果

問題：如果要排出相連的 30 個四邊形，共需要幾根火柴棒？

檢核學習 結果 即問即答 (五)

呈現統計數據，師、生共同歸納。

5分

能觀察、思考並寫下 解題方法

搜集想法 ↓

能思考並做出選擇

呈現統計 結果

能看懂統計圖表

↓ 歸納結果 四、

小組討論、鞏固學習：

小組討論與分享 (一)

教師提問：霏霏的爸爸想要做一組相連的圍欄。請先觀察並小組討論 看看， 「多做一個」圍欄需要幾根木棒？

8分

引發思考

能與組員分享與討

即問即答

論

搜集想法 ↓ 呈現統計 結果 (二)

70

隨機挑選學生回答。

個人思考與回答 (三)

教師提問：霏霏的爸爸到了木材行，發現木棒在特價，把全部 76 根

↓ 小組分享 ↓

能思考寫下解題方 法並做出選擇

II. Ask Questions and Encourage Thinking: Individual Thinking and Answering A. Teachers’ Question: Please observe the following picture. How many straws do you need if you use straws to make 8 triangles bordering one another? How do you calculate? Please write down your calculation process.

Focus--comprehend diagrams to build up rapport

B.

5 mins

Think and write down the solution

The Heart-To-Heart Model

Encourage Thinking Think and Answer Pop quiz make choices Collect opinions ↓ Present statistical results

Teachers’ Question: Which solution did you used to solve the above mentioned question? Please answer with IRS. (1) 3+2×(8–1)或 3+(2×7) or 1+(2×8) (2) 3+2+2+2+2+2+2+2 or 1+2+2+2+2+2+2+2+2 (3) Draw 8 bordering triangles and count the straws one by one.

Read statistical charts

(4) Others

Achievements --see the difference and give materials according to students’ aptitude

C. Present the Statistic Results: ask students who choose (4) about their solutions, understand their process and try to conclude their solutions into the three categories mentioned above III. Observation with Guidance, Autonomic Thinking Individual Diversified Learning A. According to the statistical results of last question, send diversified teaching materials to individuals’ tablets and have students record their calculation process B. Teachers’ Question: How many straws are needed to make 20 bordering triangles?

(1) Students are given the question mainly with text if their answer to the prior question is (1)

8 mins

Diversified Sending Consult statistic results ↓ Push teaching materials

Think and write down the solution

(2) Students are given detailed contents with clues if their answer to the prior question is (3)

Works Review Push teaching materials ↓ Individual question solving ↓ Submit works ↓ Present works ↓ Share thoughts ↓ Conclude

(3) Students are given the question with partial clues if their answer to the prior question is (2)

Expansion--diversified thinking with different opinions

Have students submit their works to working are, select some works and present them. Ask students questions and make a conclusion.

Individual Thinking and Answering D. Teachers ask similar questions, have students think and record their calculation process and answer with IRS. Question：How many matches are needed to make 30 bordering squares?

Observe different solutions Reflect and share their thoughts

C.

5 mins

Present the statistical data. Teachers and students make conclusions together IV. Group Discussion to Reinforce Learning: Group Sharing and Discussion A. Teachers’ Question：Fifi’s father want to make a series of fence

Review Learning Results Answer Pop quiz Collect opinions ↓ Present statistical results ↓ Conclude

Observe, think and write down the solution Think and make choices Read statistical charts

E.

8

Share and discuss with

71

(五)

呈現統計數據，師、生共同歸納。

↓

能思考並做出選擇

呈現統計

智連環學習理念之課例研究 - 欣心相印模式

結果

能看懂統計圖表

↓ 歸納結果

四、

小組討論、鞏固學習：

小組討論與分享 (一)

教師提問：霏霏的爸爸想要做一組相連的圍欄。請先觀察並小組討論

8分

看看， 「多做一個」圍欄需要幾根木棒？

引發思考

能與組員分享與討

即問即答

論

搜集想法 ↓ 呈現統計 結果 (二)

隨機挑選學生回答。

↓

個人思考與回答 (三)

小組分享

教師提問：霏霏的爸爸到了木材行，發現木棒在特價，把全部 76 根

↓

木棒都買回來。能做出幾個圍欄？請將解題過程寫下來，並利用 IRS

再選一次

作答。

學習─

能思考寫下解題方 法並做出選擇

↓ 全班討論

看見思考

↓

創造改變

小組討論與分享

五、

(四)

呈現統計結果，進行組內分享與討論。

(五)

討論後，請學生再回答一次。

(六)

挑選學生分享，確認想法改變，並由師、生共同歸納。

(一)

教師提問：如果把 76 根木棒做出 15 個相連的圍欄，請問每增加一個 圍欄需要幾根木棒？請小組合力算出答案。

(二)

能看懂統計圖表

作品觀摩

能與組員分享與討

推送教材

論

↓ 小組任務 ↓

分組競賽、强化合作：

小組討論與分享

歸納結果

出選擇

回傳作品 10

↓

分

呈現作品 ↓

教師提問：請利用剛才計算的結果，並發揮創意，排出屬你們小組的

能與組員合作完成 任務

分享想法

「第 1 個」圍欄樣式。

↓ 歸納結果

(三)

能確認思考再次做

能歸納及發表想法

請小組遞交作品至工作區，對學生提問，歸納結果，答對的組別獲得 加分。 隨機挑人

六、 歸納總結

挑人回答

回顧課堂、總結表揚： (一)

請學生回答今天學習到的內容。

(二)

公佈團隊合作成績，頒發小組合作獎項。

2分

記分板 確認計分 結果

72

能反思及發表想法

Expansion--diversified thinking with different opinions

Share thoughts ↓ Conclude

The Heart-To-Heart Model

C.

Have students submit their works to working are, select some works and present them. Ask students questions and make a conclusion.

Individual Thinking and Answering D. Teachers ask similar questions, have students think and record their calculation process and answer with IRS. Question：How many matches are needed to make 30 bordering squares?

5 mins

Review Learning Results Answer Pop quiz Collect opinions ↓ Present statistical results ↓ Conclude

Observe, think and write down the solution Think and make choices Read statistical charts

E.

Present the statistical data. Teachers and students make conclusions together IV. Group Discussion to Reinforce Learning: Group Sharing and Discussion A. Teachers’ Question：Fifi’s father want to make a series of fence made of rods which connect with each other. Observe and discuss with your group how many rods does he need to make “one more” fence?

Learning --review the thinking process to make changes

Encourage Thinking Answer pop quiz Collect opinions ↓ Present the statistical results ↓ Group sharing ↓ Second answering ↓ Class discussion ↓ Conclusion

B. Pick a random student to answer Individual Thinking and Answering C. Teachers’ Question: Fifi’s father went to building material store and found rods on sale so he bought all 76 rods home. How many fences can he make? Write down your solution and answer with IRS.

Group Sharing and Discussion D. Present the statistical results and conduct sharing and discussion within groups E. After discussion, have students answer for the second time.

F. Pick students to share their thoughts and make sure they have rectify their idea. Finally, teachers and students make conclusions together.

V. Group Competition to Strengthen Teamwork Group Sharing and Discussion A. Teachers’ Question: If the 76 rods are made into 15 connected fences, how many rods are need to increase one more fence?

Please collaborate with your team members to figure out the answer.

B. Teachers’ Question: use the result you gained from the last calculation to devise the very “first” fence pattern of your team.

Works Review Teaching material sending ↓ Group tasks

10 mins

Conclusion

↓ Send back the works ↓ Works present ↓ Thoughts sharing ↓ Conclusion

Think, write down their solutions and make choice

Read statistical charts Share and discuss with team members Re-think and make choice again Collaborate and complete missions with team members

Conclude and share their thoughts

C. Have groups send their works to working area, ask students questions and make conclusions. Give points to group with correct answers.

IV. Recap, Conclude and Praise： A. Have students answer the contents they learned today B. Reveal scores of each team and give prizes for excellent teamwork

Share and discuss with team members

8 mins

2 mins

Pick-out Pick a student to answer Scoring Board Confirm scores

Reflect and share their thoughts

73

同步差異化教學 現代化因材施教

同步差異化教學 現代化因材施教

差異化教學，是因材施教的基本功，專業教師的基本素養。教師根據班級學生的學習能 力、學習態度、學習階段等，設計差異化學習活動，不同教師設計不同班級的教學活動， 自然會存在差異，也是教師專業的一大展現。

差異化教學設計，可說有三千法門，每位老師各有一套。為了便於分類與交流分享差異 化教學的經驗與智慧，可概分為內容差異、教材差異、教法差異 、評量差異等四種類型。

01

差異教材設計與實施對象

在學習活動中，出現學習差異時（例如有人已經學會了，有人還沒有學會，有些小組已 經學會，有些小組還沒有學會），為了加速還沒有學會的個人或小組跟上學習進度，教 師會採用許多差異化方法和策略，來幫助這類學生 (小組 )加速學習。當教師投入時間資 源到薄弱小組 (個人 )時，只能暫時忽略學習進度較快小組 (個人 )，或者輪流進行學習 活動，這是分時差異化的教學策略。

同步差異化教學，是指在一對多的課堂裡，同步進行差異化策略，在受眾範圍、教材、 教法和科技等面向實施差異化。例如教師準備難度不同、材料不同和份量不同的差異化 教材，針對全班、小組或每一個人，同步進行差異化教學，以幫助不同班級、不同小組、 不同學生，更好的學習。

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Synchronous Differentiated Instruction

Synchronous Differentiated Instruction modernizing "teaching students in accordance with their aptitude" Differentiated instruction is the basic skill to teaching students in accordance with their aptitude, and the basic competencies of professional teachers. Teachers design differentiated learning activities according to students' learning ability, learning attitude, and learning stage of the class. The design of classes will naturally differ according to different teachers, and that's where their professionalism shows.

Differentiated instructional design can be said to have multiple methods, and each teacher has his own set of methods. In order to facilitate classification and share the experience and wisdom of differentiated instruction, it can be divided into four categories: content differentiation, teaching material differentiation, teaching method differentiation, and assessment standard differentiation.

01

Differentiated materials design and their implementation targets

In learning activities, when there is a difference in the learning progress (for example, some individuals or groups might've already understood, some might not). In order to help the individuals or groups that have not yet learned to keep up with the progress of the class, teachers might use many different methods and strategies, causing teachers to temporarily ignore the ones with faster learning progress, or take turns in carring out learning activities, in order to invest more time and resources into the weaker ones. This is a time-differentiated teaching strategy.

75

同步差異化教學 現代化因材施教

02

差異教材設計與因材施教

03

差異教材設計與生本策略

從教師專業角度，根據學生需求、興趣和能力 (經驗 )，設計難度不同、材料不同和份量 不同的差異化教材，就可以在智慧技術支持的教學環境中，針對全班、小組或個人，進 行同步差異化教學活動，因材施教。

從學生角度 (生本策略 )，營造具有選擇權、充滿挑戰性和容易成功感的學習情境，教師 準備豐富的差異化教材，進行同步差異化教學。 透過醍摩豆支持系統，實施同步差異化教學，智慧教學支持系統協助三個主要環節包括 差異教材設計、數據決策、智慧推送等三部分。這些新技術，讓同步差異化教學變成可 能，突破了傳統課堂操作繁瑣、幾乎不可能翻越的障礙。

同步差異化教學，就是現代化因材施教。

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Synchronous Differentiated Instruction

Synchronous differentiated instruction means that the teacher implements differentiated instruction regarding the aspects of audience, teaching materials, teaching methods and technology.

For example, the teachers could prepare differentiated contents with different difficulty, different materials and different amount of learning content, and then carr y out differentiated teaching for the whole class, group or individual students to help different classes, different groups and different students to learn better.

02

Differentiated materials design and teaching in accordance with student's aptitude

From the teacher's profession perspective, teachers design different teaching contents with different difficulty, different materials and different amount of learning content according to the students' needs, interests and abilities (experience). Then, in the t e a c h i n g e nv i ro n m e n t s u p p o r t e d by t h e s m a r t e r t e c h n o l o g y, s y n c h ro n o u s a n d differentiated teaching activities can be carried out for the whole class, group or individual, and the students should be taught according to their aptitude.

03

Differentiated materials design and student-oriented strategies

From the student perspective (the student-oriented strategy), you can create a learning environment that is selective, challenging, and easy to achieve for students in the classroom. Teachers can prepare a variety of differentiated teaching materials to carry out synchronous and differentiated teaching.

Through the TEAM Model Smarter Classroom support system, there will be a variety of possibilities for synchronous differentiated instruction. In the implementation of synchronous differentiated teaching, the smart classroom support system assists three main par ts, including the differences in teaching materials design, data decisionmaking, and smart push. These new technologies have made it possible to synchronize differentiated teaching, breaking through the cumbersome and almost impossible obstacles in traditional classroom operations.

Synchronous differentiated instruction IS the modern "teaching students according to their aptitude"!

77

AI 智慧教練 運用大數據之「同課異構」與「同課同構」

AI 智慧教練

運用大數據之 「同課異構」與「同課同構」

AI智慧教練，有越來越多的教研應用。下面來聊聊 「同課異構」與「同課同構」的教研創新應用。

兩個異質教育團隊，為了分享課堂教學經驗，經常 採用「同課異構」教學研討活動。例如 2011年在寧 波舉辦的兩岸同上一堂課活動，邀請台北教育大學許 育健教授和慧貞書院崔麗霞校長，以語文課「珍重再 見」為文本，分別上一堂各自準備的課堂，然後進行 議課研討。「同課同構」，是同質教育團隊經常採用 的策略，一方面減輕教師負擔，也保障課堂教學水 平。「同課異構」與「同課同構」的要點說明如下：

78

一、同課異構 同課異構是指教師團隊分別根據相同的內容 (例如語 文科的「珍重再見」文本，數學科的「三角形的全 等」)，各自根據自己的理解、策略、需求、自身特 點與風格等來備課，包括教學理念、目標、教法、 教材與教案等準備工作，並行進行實際教學活動的 教師專業發展與研討活動。藉此，交流經驗與重點 難點，共享教學創新與突破。

Lesson with Heterogeneous Pedagogy vs. Lesson with Homogeneous Pedagogy

AI Smart Coach

Lesson with Heterogeneous Pedagogy vs. Lesson with Homogeneous Pedagogy There are more and more application of AI smar t coach. In the following context, we are to discuss the novel use of heterogeneous pedagogy and homogeneous pedagogy.

of National Taipei University of Education and, Cui Lixia, principal of Huizen Academy, to conduct two separate lessons, both basing their mater ials on Farewell (珍重再見), a passage from Chinese textbook.

Sometimes heterogeneous teaching groups often adopt heterogeneous pedagogy on teaching symposiums to share their teaching experience. For example, on a cross-strait convention titled “One Class for Both Sides of the Strait ” held in Ningpo, 2011, two teachers were invited, Hsu Yujian, professor

Afterwards, a lesson discussion was held.

Homogeneous pedagogy is a strategy often adopted by homogenous teaching groups to lessen teachers’ burden and ensure teaching quality. The key points of heterogeneous pedagogy and homogeneous pedagogy are as follow:

I. Heterogeneous Pedagogy

II. Homogeneous Pedagogy

Heterogeneous Pedagogy allows individuals in a teaching group to prepare for the class based on the same contents (e.g., Farewell in Chinese class, Congruence of Triangles in math class) according to individual’s recognition, strategies, requirements, personal traits and styles.

Homogeneous Pedagogy is divided into two stages - collaborative class preparation and homogeneous teaching. To prepare for the class collaboratively is to draw up common teaching philosophy, objectives, methods, teaching materials and lesson plans and so on, which is then used as the basis for the class itself.

Homogeneous teaching requires teachers to conform to teaching philosophy, aims, methods, materials and teaching plans devised during the collaborative class preparation and conduct activities in class according to individuals’ sk ills and styles. The first stage of Homogenous Pedagogy --- collaborative class preparation --- is a bottom-up preparation activity among teaching professions. In recent years, the way has become a sensation in the field of education.

Teachers, meanwhile, conduct hands- on teaching activities and workshops that help develop teaching career. By the events mentioned above, teachers can communicate teaching focus and difficulty, making breakthroughs together.

79

AI 智慧教練 運用大數據之「同課異構」與「同課同構」

二、同課同構 同課同構，分為共同備課與同構教學兩階段。共同備 課是集眾人之力，産出共同的教學理念、目標、教法、 教材與教案等，做為各自上課的基礎。同構教學是教 師採用共同備課的教學理念、目標、教法、教材與教

案，再根據教師個人的素養與風格，進行課堂教學活 動。近年來教育界蔚為風潮，由下而上的教師專業社 群共同備課教研活動，就是「同課同構」的第一階 段：共同備課。

三、 運用 AI 大數據之同課異構與同課同構 AI蘇格拉底教學行為數據特徵分析系統，智慧科技整 合「自動化」、「大數據」與「人工智能」，自動採 收教學影片、行為特徵與智能分析等數據，可進一步 挖掘、評估與分析同課異構與同課同構的品質和效 能，加速教師團隊的專業發展。 例如，成都紫藤小學黃敏麗智慧教育名師工作室，採 用的三步三環教師專業發展模式，其中，運用採收的

教育大數據，進行一年級語文「最强大腦」同課同構 教研活動。(A),(B),(C)...(代號 )班級上完課後，產出 蘇格拉底報告，包括技互動指數和教法應用指數，以 及教學行為數據特徵等內容，語文學科教研團隊，就 可以根據蘇格拉底報告或蘇格拉底影片，更科學的分 析、評估與考核備課、教學品質。

Ａ班報告

科技互動指數：87分 教法應用指數：90分

Ｃ班報告

科技互動指數：89分 教法應用指數：91分

Ｂ班報告

科技互動指數：86分 教法應用指數：85分

根據這些指數，以及教學行為數據特徵的切片，可 以更清楚看見每一位老師的教學風格，教學活動相 同點和相異點，指標也顯示出每一位教師，把科技 與教學，深度融合的程度。

AI蘇格拉底教學行為數據特徵分析系統，是教師自主 專業成長的「AI智慧教練」，也是同課異構與同課同 構加速教師專業發展的「推進器」。

AI智慧教練，無限可能。

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Lesson with Heterogeneous Pedagogy vs. Lesson with Homogeneous Pedagogy

III. Heterogeneous Pedagogy and Homogeneous Pedagogy with the Use of AI Big Data A I S o k r a t e s Te a c h i n g B e h a v i o r A n a l y s i s S y s t e m is an intelligence technology which comprises “automation”, “big data”, and “Artificial Intelligence.”

Th e t e c h n o l o g y a u t o m a t i c a l l y c o l l e c t s t e a c h i n g videos, behavioral traits, AI analysis and relevant data, which evaluates and analyzes the quality and effectiveness of heterogeneous pedagogy a n d h o m o g e n e o u s p e d a g o g y a n d f a c i l i t ate s t h e professional skills of teaching groups.

Fo r i n s t a n ce, te a c h e r i n C h e n g d u E L D U Wi s te r i a Primary School, Huang Minli adopted TEAM Model Based Smar ter Learning and use the collected big data in the field of education to conduct a homogeneous pedagogical activity, The Best Brain, in first graders’ Chinese class. A Sokrates repor t is yielded after Class A, Class B and Class C finished the lesson, of which contained Technology Interaction I ndex, Pedagogy Application I ndex, teaching behavioral analysis and so on, thereby allowing the researching groups of Chinese teaching to analyze and assess the class preparation and teaching quality in a scientific way.

Class Ａ Technology Interaction Index: 87 points Pedagogy Application Index: 90 points

Class Ｂ Technology Interaction Index: 89 points Technology Interaction Index: 86 points Pedagogy Application Index: 91 points Pedagogy Application Index: 85 points Class Ｃ

Based on the indexes and the epitomes of teaching behaviors and traits, we can clearly spot the similarities and differences of teaching styles, classroom activities of individual teachers. The index also indicated to what degree does each individual integrates technology with education.

AI Sokrates Teaching Behavior Analysis System is not only an AI coach that helps teachers with their selfimprovement, but also a facilitator that accelerates the development of the teaching profession which utilizes heterogeneous and homogeneous teaching methods.

AI Coach, unlimited future.

81

醍摩豆 TEAM Model 如何支持 STEAM 教育之實踐

醍摩豆 (TEAM Model) 如何支持 STEAM 教育之實踐 - 以四川成都紫藤小學 田再來老師的《遠洋巨人號》為例 全球醍摩豆智慧教育研究院 賴致寧

STEAM 來了

教育理念的推陳出新已非新聞，美國為提升國家競爭 優勢，重視培養人才，即使改朝換代，也未減對教育 之重視。2007年布希前總統通過美國競爭法案 (The America Creating Opportunities to Meaningfully P r o m o t e Ex ce l l e n ce i n Te c h n o l o g y, E d u c a t i o n , a n d S c i e n ce A ct o f 2 0 0 7 ) ， 2 0 1 1 年 歐 巴 馬 前 總 統 在 國情咨文 (2011 State of the Union Address)中呼籲 全美重視 STEM教育從小紮根，現任川普總統行政團隊 主導 2018 STEM教育高峰會 (the 2018 White House State-Federal STEM Education Summit)討論未來五 年符合美國競爭法案的聯邦 STEM教育政策。歷任總統 均強調應從教育著手，提升就業機會與品質。

近幾年 STEM迅速在各地生根，數十億美元挹注、 各級政府學校跟進。2016年 2月 2日，羅德島設計 學院 (Rhode Island School of Design)的前校長 John Maeda在第五屆維克特愛提耶州長教育領導獎 (Governor Victor Atiyeh Leadership for Education Awards)頒獎典禮中，首度公開大力提倡在 STEM中美 術是不可或缺的角色，正式將 STEAM議題拉到檯面上， 引起教育決策者重視。自此，STEAM如網紅一般竄起， 一夕之間爆紅，除各國擬訂相關政策外，美國更訂 11月 8日為 STEAM節 [1] ，以鼓勵孩子們培養終身探索與追 求 多 元 知 識 的 興 趣 。 但 ST E A M 並 非 一 時 狂 熱 ， 眾 多 認 同 ST E A M 的 第 一 線 教 師 們 ， 正 不 遺 餘 力 發 展 相 關 課 程 並精益求精。

[1] 訂定 11月 8日的靈感來自一部 2015年開始的電視劇 The Project Mc 2 ，劇中描述四位天資聰穎的小女生加入一個名為 NOV8 的秘密情報組織，而 NOV8正是 INNOVATE。

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How TEAM Model Supports Teachers and Schools in Carrying Out STEAM

How TEAM Model Supports Teachers and Schools in Carrying Out

STEAM - Take “The Deep Sea Fishing Boat, Giant” by Tien from Chengdu, Sichuan, China for example.

Global TEAM Model Smarter Education Research Institute, Chih-Ning Lai

The Call for STEAM The evolution of education has never been news. Even i f t h e p re s i d e n t s h ave c h a n g e d, t h e U n i t e d S t a t e s still values education so much in order to improve the competitiveness of the United States and nurture professionals. Since the former president Bush passed the America COMPETES Act in 2007, followed by the former president Obama called for the attention of STEM education from an early age in 2011 State of the Union Address, and the Executive O ffice of the President of the U.S. in president Trump’s office led the 2018 White House State -Federal STEM Education Summit, the United States has stressed the importance of education in promoting working opportunities and qualities.

I n recent years, STEM has spread ver y quick ly with millions of dollars invested and all levels of schools and governments followed the trend. On February 2, 2016, the former president of Rhode Island School of Design, John Maeda largely championed the necessity of Arts in STEM education at Concordia’s fifth annual Governor Victor Atiyeh Leadership for Education Awards and his speech officially brought the movement toward STEAM up to the forefront of educational policymakers. Since then, STEAM grew like an internet celebrity, gone viral over night. Not only that educational policies have been made in different countries, but also the U.S. celebrates National STEM/STEAM Day on November 8 to encourage kids to cultivate the interests in lifelong e x p l o r a t i o n o f a n d p u r s u i t fo r d i ve r s e k n ow l e d g e.

However, STEAM isn’t just a craze. Many teachers that advocate promoting STEAM have made every endeavor to develop its curricula and strived for excellence in it.

[1] The date “Nov 8” was inspired by a TV series since 2015, The Project Mc 2, which features four super smart girls who are recruited in a secret spy organization called NOV8, “innovate!”

83

醍摩豆 TEAM Model 如何支持 STEAM 教育之實踐

STEAM 是什麼

STEAM是一整合性的學習架構，其精神強調學生探究、對話、批判思考及解決問題式的學習 (有些人將 「解決問題式的學習」解釋為「強調過程之學習」)，根據此架構所設計的學習經驗對學生而言有意義、 能刺激思考的、能激發學習動力、脈絡清晰並跨學科整合。因其教學重點在於「解決問題」，教學的第 一步自然是引起學生興趣。學生的好奇心應從他們的生活或背景知識而來才具意義，而每一次 STEAM學 習的結果都應讓學生建立生活與學校各學科如何連結的基本概念，最終培養出自主解決問題與終身學習 的能力。 實踐 STEAM的關鍵特徵：

有意義的

整個教學設計須與學生生活或背景息息相關

問題導向的

目的在於激發學生興趣與探究

脈絡清晰的

學習脈絡環環相扣、前後呼應

跨領域整合的

• 提供包含自然、科技、工程、數學與美術等 學科至少兩個以上能力指標的課程 • 確實教導每個學科本身應了解的概念之餘， 也以整合不同學科的方式教學

具人文素養的

美術是勾起學生興趣的引子，是交織各學科成為一 個美麗的藝術品的裁縫師，也是將人文素養植入人 心的自然媒介

有目的性的

根據目標，系統性的將能力指標、評量與課程內容 設計串聯起來，整個教學設計與銜接都精心思考過

終身的

鼓勵學生承擔深思熟慮過後的風險、參加體驗學 習、堅持解決問題、積極合作以及透過創意學習 (Education Closet)，發展出終身對生活的好奇心 與探究能力

TEAM Model 對 STEAM 的四大支持 在教育中，STEAM讓學生主動體驗創意與創新的過 程，最終能夠解決生活中的問題以及尋求答案。由於 ST E A M 著 重 專 案 式 學 習 ， 故 其 亦 強 調 生 本 及 團 隊 合 作 (學生與學生間或學生與老師間 )。以下就醍摩豆 (TEAM Model)智慧教育支持系統與智連環學習法的特色，詳 細闡述其如何支持 STEAM之落實。

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一、生本．引導

只要能精心設計教案，一堂以現實生活為根基的課將 能讓學生一直有事做，他們也會迫切想了解更多。在 TEAM Model智慧教育支持系統下的智連環學習法中， 強調的數據決策讓老師們能實現有意義、有趣味以及有 關連的學習經驗。這些強而有力且趣味橫生的學習經

How TEAM Model Supports Teachers and Schools in Carrying Out STEAM

What is STEAM STEAM is an integrated educational framework whose spirits lie highly in student inquiry, dialogue, critical thinking, and problem-based learning (some defined as ‘process-based learning’). A learning experience designed within this framework is meaningful to the students, can stimulate thinking, can inspire learning, has clear context, and implies interdisciplinary integration. Because of its highlight on problem-based learning, the first step is to trigger students’ interests. Their wonders should come from their experiences and background knowledge so that they are truly meaningful. In the end of each STEAM learning experience, they should have built a fundamental idea of how different divisions of studies and their lives work together.

The following are critical features of implementing STEAM: Meaningful

The design must be related to the students’ lives or backgrounds.

Problem-based

The “problem” is to pique students’ interests and inquiries.

Clearly contextual

The context is clear and all parts are closely connected.

Interdisciplinary

• •

At least two of the standards from Science, Technology, Engineering, Mathematics, and Arts are integrated in the curriculum.

While each curricular area’s own right is not left behind, they are also taught with integrity.

Humanity involved

The Arts is a hook to address the students’ attention, a delicate string that weaves all content area knowledge into a beautifully designed tapestry, and a natural medium for humanity to root in peoples’ hearts.

Intentional Build an intentional and thoughtful connection between standards, assessments, and content design according to the goals. Lifelong

E n co u ra g e s t u d e nt s to t a k e t h o u g ht f u l r i s k s, engage in experiential learning, persist in p ro b lem - so lving, em b race co llab o rat i o n, and work through the creative process (Education Closet) in order to develop the lifelong curiosity and inquiry about life.

Four Aspects of TEAM Model’s Support for STEAM In education, STEAM serves as initiatives for students to experience the process of creativity and innovation.

In the end, they are able to solve problems find solutions in their lives. As STEAM emphasizes projectbased learning, it also relies a lot on student-centered learning and the collaboration and cooperation among the students (sometimes students and teachers). The following will elaborate on how TEAM Model Based Smarter Learning under TEAM Model supportive system can support carrying out STEAM.

quickly and they are possible to be executed every day and everywhere with TEAM Model. In addition to that the learning experiences are based on the students, b e c a u s e o f t h e f re q u e n t i n t e r a c t i o n s b e t we e n t h e students and the teacher and the instant feedback of the interactive data, teachers can grasp an idea of individual student ’s learning, adjust the guidance in accordance to their individual learning conditions, and accomplish the idea of “student-centered” in delicate ways.

With deliberate planning, a good reality-based lesson can keep the students busy all the time and their eagerness to k now more will never stop. Data d r i v e n d e c i s i o n e m b e d d e d i n T E A M M o d e l ’s T E A M Model Based Smarter Learning allows the teachers to bring purposeful, interesting, and relevant learning experiences to life. The vigorous and enjoyable learning experiences can be duplicated and spread easily and

Take the STEAM class, “The Deep Sea Fishing Boat, Giant” taught by Mr. Tien from Yingdu Ziteng Primary School, Chengdu, Sichuan for example. At 10’50” of the class, Mr. Tien allows the students to decide which group to present the results first with Buzz-in. This not only gives the power to make a decision to the students, but also arouses their motivation. Right after the first student’s t a l k , M r. Ti e n i nv i te s a n o t h e r vo l u nte e r to p rov i d e further ideas based on the previous one. This way, the

1. Student-centered and Guidance

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醍摩豆 TEAM Model 如何支持 STEAM 教育之實踐

驗，亦可透過 TEAM Model在各地常態性輕鬆使用， 而且能夠快速地複製與擴散。除了學習經驗以學生為本 外，因學生與老師間的高互動以及數據的即時回饋，老 師能掌握個別學生學習、根據其個別情形調整引導方 式，在細處落實生本理念。 以四川成都師範銀都紫藤小學田再來老師的《遠洋巨人 號》STEAM課堂為例，課堂的 10分 50秒處，田老師讓 學生以搶權方式決定由誰來發表小組討論的結果，除了 將決定權交給學生外，更激發學生學習動力。該生發表 後，田老師緊接著邀請另一位自願回答的學生根據前一 位學生的回答發表意見，讓學生能提出不同意見，並延 伸思考。14分 36秒處各組自己進行自己設計的實驗， 22分 18秒處，由學生自行比較各組實驗結果。39分 12 秒處，讓學生根據大家一起歸納出來的原則，選出自己 心目中最好的作品，以即問即答方式投票決定。

在 ST E AM 課 堂 中 ， 不 是 由 老 師 主 導 實 驗 與 歸 納，也不 是由老師決定優劣，學習的主動權在學生手上，每個人 都能有自己的想法，而醍摩豆 (TEAM Model)智慧教育 支持系統下的智連環學習法讓生本扎根、有效率的實 踐，讓老師能根據學生的意願、興趣、能力隨時調整課 堂。

二、觀察．互動

作 為 ST E AM 教 師 ， 必 須 具 備 敏 銳 的 觀 察 力 ， 隨時根據 學生的學習情形調整課堂方向。從一開始的主題擬定， 到課堂中的討論，都須透過觀察，才能提出對學生有意 義的問題、持續激發學習動力、讓課堂呈現清楚的脈 絡。 TEAM Model整合所有教師的科技需求，讓教師能輕 易的與學生互動以及觀察學生學習情形。首先，智慧 助 教 H i TA 讓 教 師 不 受 限 於 互 動 式 白 板 ( I n t e r a c t i v e W h i te b oa r d ， 簡 稱 I W B ) 周 邊 ， 可 以 在 教 室 內 四 處 走 動，在操控課堂內容的同時，也能觀察每個學生上課的

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情形。學生端的設備，如 IRS(Interactive Response System，即時反饋系統 )或平板，不但讓師生間輕鬆交 流，因每個學生都必須回答，所以教師可以立即透過即 時統計資料看見全班的理解狀況，根據統計結果即時做 出教學決策，亦可在課後調出數據資料了解個別學生的 學習情形。透過提問與反饋，可以提升互動的質和量， 適時運用師生互動、生生互動等互動學習模式。

田再來老師在《遠洋巨人號》課堂 5分 0秒處，以即問 即答的方式調查學生對「承重」的概念，立即掌握學生 先備知識。老師緊接著根據統計圖進行數據決策，從最 多人次的選項 (紙碗 )中，隨機挑選學生發表作答理由。 另外，在最後六分鐘的實作過程中，田老師巡視各組討 論狀況，除了聆聽學生討論內容、適時引導外，並使 用 HiTA拍下各組討論的內容，在 36分 22秒處貼回白板 頁面，即時與全班分享。TEAM Model讓老師可更靈活 觀察學生、掌握課堂脈絡，同時提升互動質量，打亮了 STEAM課堂的關鍵要素。

三、合作．分享

STEAM架構強調的問題導向式學習，意味著學生間，或 師生間須合作，擬訂解決策略。TEAM Model的團隊合 作學習 (Team-based learning，TBL)重視小組學習， 其設計一直都支援以學生為中心的協同與合作。除前述 的 IRS可代表學生個人的思考外，學生們也被分成小組， 一起討論問題或完成指定任務。每個人都有其強項與弱 項，在小組中就會有各自的優勢與挑戰，針對個人較強 的領域，可帶領小組；個人較弱的領域則是從旁協助。 在 TEAM Model TBL智慧教室中，每一組至少有一個平 板，讓小組成員腦力激盪，除了可以在平板上產出合作 的成果，直接飛遞給老師，也可以用平板為作品拍照， 再飛遞給老師。繳交小組作品的方式可以有很多種，老 師能自行決定學生的繳交方式。在 TEAM Model智慧 教室裡，師生間的分享與溝通還有更多可靈活運用的形 式，以促進團隊合作學習，形塑生動、互動、主動的三 動課堂。

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How TEAM Model Supports Teachers and Schools in Carrying Out STEAM

students can give different opinions while extending their thoughts. At 14’36”, each group conduc ts the experiment they designed and at 22’18” they compare the results among the groups on their own. At 39’12”, the students vote for the best work using pop - quiz according to the principles they conclude.

In a STEAM classroom, the experiments and conclusions are not led by the teachers. Whether a work is good or not is not decided by the teacher, either. The students have the initiative of learning in their hands. Everyone can have their own opinions. And TEAM Model Based Smarter Learning under TEAM Model supportive system allows the concept “student- centered” to be rooted and implemented efficiently. It also allows the teachers to moderate their classes based on the students’ will, interest, and ability.

2. Observation and Interaction A STEAM teacher must be equipped with sharp observation and can gear the directions of a class in response to the obser vation of the students. From deciding the topic to leading discussion in class, only through obser vation can a teacher ask meaning ful questions, keep motivating the students, and keep the context of the class clear.

TEAM Model integrates all the technological needs a teacher may have so that the teacher can interact with and observe the students with ease. First of all, HiTA frees the teachers from the I nterac tive Whiteboard (IWB). The teachers can walk around the classroom to manipulate the class and obser ve individual student at the same time. The student end devices, such as IRS (Interactive Response System) or pads, allow the t e a c h e r a n d t h e s t u d e n t s t o c o m m u n i c a t e e a s i l y.

Because ever y student has to answer questions with their own IRS, the teacher can see their understanding through the instantaneous statistics in no time. Based on the statistics, the teacher can make instant teaching decisions right away and understand individual learning status after class with the data collected from the class. Asking questions and giving feedback can

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enhance the quality and the quantity of interactions and allow the interactive learning patterns between the teacher and the students, and among the students to be employed.

M r. Tien sur veys the understanding of the concept, “ b e a r i n g c a p a c i t y ” w i t h Po p - q u i z at 5 ’ 0 ” to g a i n a quick grasp of their background knowledge. Then he makes a data-driven decision according to the statistics and randomly picks out a student from the slot of the option which most people selected (the paper bowl) to explain the reasons. Furthermore, in the process of the six-minute hands-on at the end, Mr. Tien checks each group’s discussion by walk ing around. He listens to the discussion, guide them when they need, and take pictures of the products of their discussion and paste the photos back to the IWB at 36’22” to share with the entire class. With TEAM Model, teachers can obser ve with more possibilities, manage the class, and improve t h e q u a l i t y a n d q u a nt i t y o f t h e i nte ra c t i o n , w h i c h shines the critical features of STEAM. 3. Cooperation and Sharing That STEAM framewor k emphasizes problem-based learning means that students should cooperate with each other or with the teacher to set up solutions. The design of TEAM M odel ’s team-based lear ning ( TBL) aims at the impor tance of lear ning as a group and has always supported student-centered collaboration and cooperation. While each student has an IRS to represent their own thoughts, they are also grouped to solve problems or complete assigned tasks together.

Everyone has his own challenges and advantages and they can lead the group where they are strong at while helping with the group what they find challenging.

In a TEAM Model TBL smarter classroom, each team has at least one pad for them to brainstorm and produce t hei r wo r k o r when t hey are do ne, t hey c an take a picture of their work with their pad and Fast Deliver it to the teacher. Turning in group work can be done in many manners. It’s the teacher’s call to decide how the

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醍摩豆 TEAM Model 如何支持 STEAM 教育之實踐

在《遠洋巨人號》課堂中，田老師設計三個小組討論環 節，且要求學生在小組討論時，每個小組成員都必須充 分扮演自己的角色，一邊完成小組任務，一邊執行各自 的工作。7分 12秒處，學生試圖解決問題，各小組討論 解決方案，以找出紙杯、紙碗、紙盤三者的載重能力， 並簡要描述在學習單上，最後飛遞給老師，再由老師統 一讓全班觀摩作品，進行討論。14分 36秒時，各小組 進行各自的實驗，並由負責記錄的同學完整記錄實驗的 過程，最後討論小組實驗的結論，再飛遞與全班分享。 課堂的最後一個教學活動在 33分 5秒，小組合作設計 出屬於小組的船，最後為設計的理念與外型拍照後，飛 遞與全班分享。每一次的討論過程中，田老師都會適時 的強化各小組的優點，口頭給予鼓勵，讓其他小組也能 學習小組討論的方法。在 TEAM Model的支持下，小組 內的互動更有意義，分享更即時，體現 STEAM精神。

四、關注．掌握

ST E A M 架 構 下 ， 每 個 學 生 都 需 互 助 合 作 、 各 司 其 職 ， 教師的角色在於適時引導其適性發揮。TEAM Model所 提供的數據決策，讓教師能擴大關注，即時掌握個別學 生的學習狀態、興趣或專長，能更有效率且更適切的 安排每個學生的職責，讓每個人都有所發揮。在 TEAM Model電子書包智慧教室裡，每個學生與老師的互動更 多元，讓一個群體的班級授課環境除了能做到群體合作 學習外，也能達到一對一的授課效果。 如第一、二、三項所舉例之討論環節，因老師不受限於 講台，展示學生的回饋不受限於紙張的傳閱，老師可 以即時且有效的關注及掌握學生學習與討論。在 TEAM Model智慧教室中，學生表達想法的方式多元化，有 I RS 的 反 饋 、 平 板 展 現 討 論 或 思 考 成 果 、 有 意 義 的 隨 機 挑人、搶權發表想法，教師掌握的面向、依據更多元， 自然能擴大對學生的關注，讓每個學生都有所發揮。

STEAM架構 x智連環學習法 =高效生本互動式學習 基於醍摩豆 (TEAM Model)所發展出的智連環學習法， 注重生本、互動、因材施教、合作學習、一對一關注， 讓各種教學情境皆能發揮到極致。智連環學習法分為生 本高互動、同步差異化、群學一對一等三層，層層提升， 從生本高互動到同步差異化，再到群學一對一，每提升 一個層次，都能同時實踐前一個層次。在同步差異化的 課堂中，一定會實現生本高互動；在群學一對一的課堂 中，一定會達成同步差異化與生本高互動。 在傳統課堂中，STEAM的精神要耗費更多的人力及時間 才能落實。過去兩年筆者曾擔任小學教師，主教國語及 數學，因曾擔任過英語老師，在擔任班導期間，筆者經 常嘗試將這三個科目結合，輔以各種人文素養的要素以 及學生的經驗，進行教學，以達成教學目標。例如，在 一堂課主體為國語的課中，我們試圖將各種句子表演出 來，透過引用文本的詞語以及句型，筆者帶領學生探討 「一邊嚎啕大哭一邊捧腹大笑」的合理性。除了覺得將 這樣的「造句」表現出來很好笑之外，學生在這過程中 知道了「一邊…一邊…」需搭配相似或不衝突的詞語， 而「嚎啕大哭」與「捧腹大笑」屬於相反的概念，所以 是會有衝突的，發生的可能性為零。在發展出各種句子 的同時，我們也會討論以英文應該如何陳述會較佳、什 麼情境才可能會發生那樣的動作。在這過程中，為了照 顧到每一位學生，筆者必須時時刻刻記得點過哪些學 生、隨時注意有誰沒有回答，但有經驗的老師都知道， 即便自己再怎麼小心謹慎，也還是有遺漏的可能。在課 堂中憑藉著教學經驗所得到的觀察數據，費時又耗力， 即使再細心的老師，也會期待更精準的結果。TEAM Model之設計因強調數據決策，又能做到同步差異化， 這樣的生本與互動才能真正發揮與落實，TEAM Model 的智連環學習法讓 ST E AM可自然而然又快速的實 踐， 突破傳統課堂的疆界，讓教與學臻於更深的層次。

智連環七大應用心法

Seven Mantras of the application of TEAM Model Based Smarter Learning

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How TEAM Model Supports Teachers and Schools in Carrying Out STEAM

students are going to turn in their group works. More creative communicational forms are available for both ends in a TEAM Model Smarter Classroom to advance group learning and mold a vivid, active, and interactive class.

In “The Deep Sea Fishing Boat, Giant”, Mr. Tien designs three discussions and asks each student to take over a job in their group and play their roles when discussing.

While completing the task for their group, each member should do their job. At 7’12”, the students attempt to solve the problem. They talk about possible solutions to find out bearing capacity of the paper cup, the paper bowl, and the paper plate. They should also describe their experiment on a worksheet and Fast Deliver it to the teacher. Then the teacher will open the work comparison for further class discussion. At 14’36”, each group conducts their own experiment, the person in charge of recording the process keeps track of every step, and then the group concludes their results and then shares with the class by Fast Delivering the results to the IWB. The last learning activity happens at 33’5”, each group designs a boat and takes pictures of their ideas and designs, then Fast Delivers the pictures to share with the class. In each discussion, Mr. Tien orally encourages each group with their advantages, so that other groups can learn from them. With the support of TEAM Model, group interaction is more meaningful and sharing is prompter, which reflects the STEAM spirits.

4. Attention and Grasp

Within STEAM, ever y student needs to cooperate with each other and contribute to the group as a certain role. Teachers are to guide the students when needed so that they can adaptively develop their abilities. The data-driven decision provided in TEAM Model empowers teachers to enlarge their attention, understand individual student ’s learning, interests, o r t a l e n t s, a n d m o re e f f i c i e n t l y a n d a p p ro p r i a t e l y assign their duties in their learning group so that each student can contribute themselves to the fullest. In a TEAM M odel One - on- One Smar ter Classroom, more interac tive manners are available and in this group learning environment, individual student will receive the attention as in a one-on-one learning setting.

Just as the examples in the previous sections, because Mr. Tien is not limited to the IWB and the feedback from the students is more than writing on a piece of paper and passing around the classroom, he can effectively observe the students and know how they are learning and discussing at any time. In a TEAM Model Smarter C l a s s ro o m , s t u d e n t s c a n re s p o n d i n v a r i o u s w a y s, such as answering with IRS, presenting the results of their thinking or discussion on their pads, meaningful random Pick-out, or expressing thoughts by Buzz-in.

More aspects and evidences are available for teachers to watch for more feedback from the students so that they can grow and share at their own paces.

STEAM Framework x TEAM Model Based Smarter Learning = Highly Efficient, Student-Centered, and Interactive Learning TEAM Model Based Smarter Learning that was developed b a s e d o n T E A M M o d e l c a re s a l o t a b o u t “s t u d e n t centered,” “interac tions,” “ teaching in accordance to students’ aptitude,” “group learning,” and “one-on-one attention” to ensure all learning environments to be u t i l i ze d t o t h e f u l l e s t . T E A M M o d e l B a s e d S m a r t e r Learning is further divided into three layers, “StudentCentered H ighly I nterac tive Contex t,” “Synchronous Differentiation,” and “Autonomy under Group Learning,” a n d t h e l a t t e r i s a l e v e l h i g h e r t h e f o r m e r. Fr o m “Student-Centered Highly Interactive Context ” to “Synchronous Differentiation” or from “Synchronous Differentiation” to “Autonomy under Group Learning,” the essence of the latter layer can achieve the essence of the former one. In a Synchronous Differentiation Smarter Classroom, student-centered highly interactive m u s t ex i s t. I n a n Au to n o my u n d e r G ro u p Le a r n i n g Smarter Classroom, synchronous differentiation can be applied with no doubt.

In a traditional classroom, it takes much more time and effort to achieve the STEAM spirits. In the past two years, I was once an elementar y homeroom teacher and I taught Mandarin and Math. Because I was also an English teacher before that, I usually combined these three subjec ts with the humanity and the students’ experiences in my teaching in my homeroom to achieve the teaching objectives. For example, in a scheduled Mandarin class, my students and I tried to per form all kinds of situations in the text. Through acting out the sentences and the vocabularies, I led a discussion about the possibility of “laughing while crying.” We not only found lots of fun acting out the sentences, but also learned that the actions before and after the word “while” should be similar or not conflicting. Laughing and crying are conflicting ideas, so the possibility of happening is zero. In the process of making all kinds of sentences (again, in Mandarin), we also talked about how it would be better expressed in English or in what situation could an action possibly happen. In order to make sure that all of the students are learning, I had

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醍摩豆 TEAM Model 如何支持 STEAM 教育之實踐

蘇格拉底 (Sokrates)AI分析系統支持教師專業成長 轉換至 STEAM課程幾乎意味著要改變教學法與教學 習慣，這也需要來自各領域的教師們協同合作。採用 STEAM架構的教師會視自己為「合作學習者」，也會尋 求同年段或跨年段的協同與合作。這群教師會組成教學 小組，在小組中分享意見或設計對學生最好的教案。若 此時有專業學習的機會，讓教師們可分享經驗與觀摩典 範，對教師而言會更有助益。 醍摩豆的蘇格拉底 AI人工智能分析系統提供老師們一個 找到好的教學模型的強大工具。蘇格拉底也讓分享與回

學校管理者的 STEAM + TEAM Model

STEAM不僅僅關於教師或學生，它更與整個學校甚至學 校 所 在 的 社 區 息 息 相 關 。 ST E A M 著 眼 於 讓 社 區 的 每 個 人 參 與 其 中 ， 而 學 校 具 備 匯 集 ST EA M 課 程 、 教師、學 生 及 社 區 之 力 量 與 能 力 。 如 果 ST EA M 旨 在 連 結學生學 習與其日常生活經驗，不只教師們應當下功夫設計以日 常生活為主題的課程，學校更應扮演支援教師的角色。 學校務必支援教師足夠且合用的基礎建設與設施，並營 造一股人人樂於互助合作的氛圍。如此一來，教師們可 以各種有創意的方式教學、以正向的態度與其他教師合 作，進一步展現「專業人士」的風采，在現今是如此重 要。

TEAM Model是一套整合的解決方案，為學校與教師準 備了教學各面向的服務，課堂教學 e化、評量 e化、診

饋變得更容易。每支蘇格拉底影片和報告代表著一節課 堂。每支蘇格拉底影片包含了三個指標、一支教學現場 影片以及從教學現場採集的教學行為數據。教師本人或 其他給予回饋的人們也可以在教學現場影片的某個特定 時刻記錄標籤，給予適當的鼓勵與建議。不只教師本人 能輕鬆以影片的切片回顧教學過程，此教師所屬的教師 成長群彼此也可以分享如何提供更好的學習體驗。因為 STEAM的精神在於生活化的結構，教師們與他們所創建 的課程應該能海納 活中的各種可能性，蘇格拉底能結構 性的協助教師們以較快的步調調整與進步。

斷 e化、補救教學 e化等，對學校及教師來說都輕鬆整 合。醍摩豆基於教育需求設計了更多實現教學理論與架 構的服務，最終極的目標即是「強化教學、激勵學習」。 筆者期待教師們能成功落實 ST E AM架構，也相信只要 有學校的支持與尊重，教師們的教學會日益精進，不但 學生受益，最終學校也將發光。 如前所闡述，TEAM Model的終極目標是「強化教學、 激勵學習」，正與 ST E AM的核心目標相吻合。兩者皆 以點燃學生對學習的熱情與興趣，以及成為終身學習者 為目標。大家都知道成功沒有捷徑，但如果有呢？作 為第一現場的教育者，教師們應深思如何有效的實踐 STEAM架構，而 TEAM Model正是加速實現它的關鍵。

參考資料 References 1.

Education Closet. (n.d.) How to STEAM [Web blog message]. Retrieved from https://educationcloset.com/steam/how-tosteam/ 2. Gunn, J. (2017). The Evolution of STEM and STEAM in the U.S. Retrieved from https://education.cu-portland.edu/blog/ classroom-resources/evolution-of-stem-and-steam-in-the-united-states/?source=seo-cup-blog 3. Gunn, J. (2017). Why the "A" in STEAM Education is Just As Important As Every Other Letter. Retrieved from https:// education.cu-portland.edu/blog/leaders-link/importance-of-arts-in-steam-education/ 4. The White House Office of Science and Technology Policy. (2018). Summary of the White House State-Federal STEM Education Summit. Retrieved from https://www.whitehouse.gov/wp-content/uploads/2018/06/Summary-of-the-2018White-House-State-Federal-STEM-Education-Summit.pdf 5. University of California Television. (2017, April 5th). Equity in STEAM Education - Sally Ride Science STEAM Series [video file]. Retrieved from https://www.youtube.com/watch?v=LcuA-jGq4NA 6. Ya k m a n , G . ( 2 0 1 3 ) . S T E A M E d u c a t i o n P r o g r a m D e s c r i p t i o n . R e t r i e v e d f r o m h t t p s : / / s t e a m e d u . c o m / w p - c o n t e n t / uploads/2014/09/STEAMprogramDescription2013.pdf 7. 黃敦晴（2018年，8月 30日）。從美國白宮發動的教改，為什麼 STEM、STEAM 教育這麼重要？親子天下。取自 https://flipedu. parenting.com.tw/article/4895 8. 梁仁楷、張奕華、吳權威（2015）。「TEAM Model TBL團隊合作學習模式」之理念與實踐案例。網奕資訊電子報。取自 http:// www.habook.com.tw/eteaching/habook_epaper/2015/20150115_TEAM_Model_TBL/20150115_TEAM_Model_TBL.htm 9. 吳權威、梁仁楷（2018）。智連環學習法 (TEAM Model Based Smarter Learning)。網奕資訊電子報。取自 http://www.habook. com.tw/eteaching/habook_epaper/2018/20180524_TEAM_Model_Based_Smarter_Learning/20180524_TEAM_Model_ Based_Smarter_Learning_TW.html 10. 田 再 來 （ 2 0 1 6 ） 。 四 川 成 都 師 範 銀 都 紫 藤 小 學 田 再 來 老 師 《 遠 洋 巨 人 號 》 【 影 片 】 。 取 自 h t t p : / / s o k r a t e s . t e a m m o d e l . o r g / exhibition/tbavideo/watch?contentId=40&groupIds=3

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How TEAM Model Supports Teachers and Schools in Carrying Out STEAM

to remember who had answered and who hadn’t all the time. But any experienced teacher would k now that no matter how careful you try to be, no one can guarantee that all students had equal chances. The observational data collected by teaching experience in a classroom cost time and effort. Even the most careful teacher would expect a more precise statistics. TEAM

Model highlights data-driven decision and can achieve synchronous differentiation, so student- centered teaching and interactions can truly be put into practice.

Moreover, TEAM Model Based Smar ter Learning can practice STEAM fast and naturally, breaking the limits of traditional classes and achieving a deeper gradation of teaching and learning.

TEAM Model (Sokrates) AI Analysis System Advocates Teacher Professional Development

School Administrators’ STEAM + TEAM Model

S h i f t i n g to a S T E AM c u r r i c u l u m ve r y l i k e l y i m p l i e s changing pedagogy and teaching habits. It takes many teachers from different content areas to collaborate and cooperate. Teachers adopting STEAM see themselves as collaborative learners and seek for collaboration and cooperation at grade level or cross grade level. They work as an instruc tional group to share ideas and plan out what’s best for the students.

It would be more beneficial to the teachers if there are teacher professional learning opportunities where they can share experiences and observe exemplars.

TEAM Model Sokrates AI Analysis System provides the teachers with a powerful tool to find good patterns of teaching. It also makes sharing and giving feedback more easily. Each Sokrates video and report represent one period of class time. A Sok rates video contains three indicators, an actual teaching clip, and interactive behavioral data collected from the class. The instructor or other feedback givers can add labels to the teaching clip to a specific teaching moment. Not only can the teacher review the teaching process ver y easily with slices of the video clip, but also can any teacher growth groups that the teacher belongs to share thoughts on providing better learning experiences. Since the spirit of STEAM is a living structure, the teachers and t h e c u r r i c u l a t h e y c re a te s h o u l d b e to l e r a n t to a l l possibilities and changes in their lives. Sokrates can a s s i s t t h e t e a c h e r s to a d j u s t a n d i m p rove u n d e r a structural guide and at a faster pace.

STEAM isn’t just about teachers or students. It has to do with the entire school and even the community the school resides in. STEAM’s vision is to get ever yone in a communit y involved. S chools have the powers and abilities to bind the STEAM curricula, the STEAM teac her s, st udent s and t he co m m unit y to get h er. I f STEAM is to connect students’ learning to their reallife experiences, not only teachers should put efforts in designing reality-based thematic lessons, but also s c h o o l s s h o u l d p l a y t h e r o l e i n b a c k i n g t h e m u p.

S c ho o ls m ust sup p o r t teac her s wi t h suf f ic ient and satisfactory basic constructions and facilities, and build an atmosphere where people are ready and happy to share. This way teachers can teach in creative ways, collaborate with each other in positive attitudes, and be treated as “professionals,” which is so impor tant nowadays.

TEAM Model provides an integrated solution to ser ve schools and teachers with effor tless integrity o f a l l a s p e c t s o f t e a c h i n g , i n c l u d i n g e -Te a c h i n g , e -assEssment, e -diAgnosing, and e -reMediation.

M o re a re d e s i gn e d b a s e d o n e d u c at i o n a l n e e d s to carry out educational theories and frameworks. TEAM M o d e l ’s u l t i m ate g o a l i s to e m p owe r te a c h i n g a n d inspire learning. We look for ward to teachers being successful in implementing the STEAM framework. We believe that with the empowerment and respect they get from the school, they will have better and better performance, which of course will benefit the students and eventually the schools.

As described above, the ultimate goal of TEAM Model is to ”Empower teaching, Inspire Learning”, which matches the core mission of STEAM. Both aim at igniting students’ passion for or interest in learning and being life-long learners. We all know that there’s no shortcut to success, but what if there is one? As educators at the frontline, teachers should put deeper thoughts in how to effectively carry out the STEAM framework and TEAM Model is the key to fulfill it.

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全球醍摩豆智慧教育研究院

全球醍摩豆 智慧教育研究院

研究院簡介

醍摩豆智慧教育支持系統，已在全球超過十個國家、地 區，形成系統性、 大規模、常態化應用，結合智慧教 育的學術研究與實踐應用人才，專注研究醍摩豆智慧教 育，以建立全球性的智慧教育研究平台與教學大數據研 究中心，逐步採收與提供包括教師專業化發展 ( 研究 )、教學行為大數據 ( 常模 )、智慧課堂資料庫 ( 案例 ) 等領域之智慧教育專業服務，成為引領全球教育創新的 智慧教育研究機構。

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研究院旨在提煉智慧教育理論與技術，採收與研究教學 行為大數據，研究與提煉智慧模式與智慧課堂，建立完 善的典型智慧課堂資料庫，促進教師專業成長。輔導與 追蹤醍摩豆智慧學校與醍摩豆智慧學區的建設與發展， 達成因材施教，適性揚才的更理想教育境界。

Global TEAM Model SMART Education Institute

Global TEAM Model SMART Education Institute

About the Institute

TEAM Model Smarter Education Supporting System has been widely, systematically and normally applied in more than ten countries and regions globally. The system integrates 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 smarter education and educational big data research center.

The institue aims to extract and provide professional s m a r t e d u c a t i o n a l s e r v i c e s , i n c l u d i n g Te a c h e r s ' Pro fe s s i o n a l D eve l o p m e n t ( t h e o r y ) , B i g D at a I n Education (norm), Smarter Lecture Database (case, intends to become the leading smarter education research institution in the innovation of worldwide education.

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全球醍摩豆智慧教育研究院

教師專業化發展 智慧課堂奠基在好的教師，而好的教師來自於專業成 長，教師專業化是世界教育發展的趨勢，在此全球性教 育改革浪潮中，大家愈來愈認識到教育改革的成敗關鍵 在教師；只有教師專業不斷提升，才能造就高質量的教 育水準，因此唯有每一位教師能擁有較高的專業素養， 主動的引領課程，成為課堂的設計者，才能翻轉課堂。 醍摩豆研究院希望建立完善資料，從理論及實作增進教 師專業發展，共同推動教育的改革發展，教育改革才有 達成的可能。

教學行為大數據 透過大數據診斷分析系統的支持，課堂中師、生間的互 動情況，教師所使用的教學方法、教師與學生之間的提 問與回應都能進行數據化分析。

採集課堂中的教學訊息，幫助教師提升其專業能力，例 如主動趨勢、互動數據、工具使用數據、方法應用數據、 提問標記數據、回應標記數據，各項互動總評分、教材 互動運用、圖文運用….等。透過這樣的資訊，進一步 分析並解析這些數據背後所代表的意涵，並建構出常模 提供教師在教學上更完整的常態依據。

智慧課堂資料庫－蘇格拉底平台

全球醍摩豆智慧教育研究院蘇格拉底平台，簡稱為”蘇 格拉底平台”，匯聚全球最精彩的智慧課堂影片結合 AI 人工智能分析，讓使用者透過學科領域、學習階段、教 法特徵、點評標記等方式來搜尋影片，並整合課堂教 材、電子筆記、TPC教案，成為蘇格拉底課例，讓經典 智慧課堂模式能迅速的傳播。

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透過蘇格拉底平台集結全球教師智慧，累積經典課例內 容、AI分析數據，打造具有社群影響力的教育專業交流 平台，加速推動全球智慧教育發展，共同提煉改變教育 的力量。

Global TEAM Model SMART Education Institute

Teachers' Professional Development

The professionalization of teachers is now a worldwide trend for education. In this tide of global educational reform, people are getting to realize that the key of success to educational reform are the teachers. Only when the teachers achieve a higher professional level can education perform better quality. Therefore, when teachers are able to lead lessons pro-actively, and become the designer of the classroom, classrooms can be changed.

The TEAM Model Institute seeks to establish an adequate database to promote the professional development of teachers from both theory and practice aspects. Only when the reform and development are promoted in a cooperative manner can education reform be possible.

Big Data in Education

Through the support of big data diagnosis and analysis systems, the interactions between the teacher and the students in a class, the teaching method applied by the teacher, and the Q&A between the teacher and the students can be analyzed digitally.

B y co llec t i ng teac hing dat a, suc h as ac t i ve t rends, interaction data, tool usage data, method application data, question marking data, response marking data, total scores of all interactions, interactive application of teaching materials, graphic and text application, etc., teachers are able to analyze and interpret the implications of these data, and thus construct a mode for teacher as a norm base of teaching.

Smarter Lecture Database - Sokrates Channel

The Sok rates Channel of Global TEAM Model SMART Education Institute, short for the “Sokrates Channel�, combines the most outstanding lectures videos worldwide with AI analysis, allowing users to search for videos using subject fields, learning stages, teaching features, as well as reviews and markings. Additionally, it compiles teaching materials, e-notes, Sokrates TPC lesson samples, facilitating the diffusion of classic smart lecture model.

Through Sokrates Channel, we integrate the intelligence of teachers across the globe, accumulate the content and AI analysis data of classic lesson samples, creating a professional education platfor m with communit y influences to accelerate the promotion of the global smarter education development, working together in creating the power to transform education.

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發現 Discover

創新 改變 Innovation Change 2018 科技領導卓越獎

2018 Technology Leadership Excellence Award 根據智慧學校的發展經驗，若學校領導者具有高瞻 遠矚的願景，以及有效的教學科技領導策略，將能 夠帶領學校建設有效能的教學環境、引導教師發展 智慧課堂，逐步實現學生自主學習、發展學校特色 之目標。因此，本協會亦舉辦「科技領導卓越獎」 選拔活動，評選出具科技領導典範的校長，推廣其 領導經驗並以此提升教育競爭力。

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Past development of Smar ter S chool has shown that with a visionar y leader and effec tive teaching technology strategies, schools can create effec tive lear ni ng envi ro nm ent s, gui de teac her s i n c reating Smarter Lectures, allow students to realize self-learning, a n d d e ve l o p a s c h o o l ’s u n i q u e fe at u re s. Th e re fo re, the Association also offers the “Excellence Award in Technology Leadership” to honor exemplar y school principals in technology leadership and publicize their leadership achievements for enhancing educational competitiveness.

Technology Leadership Excellence Award Winners

科技領導卓越獎 Technology Leadership Excellence

得獎名單 Award Winners 姓 名

學校

馮 旭 成都高新順江學校 安秀華 同江市第三小學 權海軍 濟南第十八中學 張文君 濟南市景山小學 張 亮 濟南市山東師範大學齊魯實驗學校 袁松濤 成都高新錦暉小學 鄢太平 海倫市國際雙語學校 王永慶 黑龍江省富錦市雙語中學 何信璋 桃園市光明國中 吳俊生 桃園市文華國小 林裕豐 桃園市永豐高中 許育健 國立臺北教育大學 陳寶慧 桃園市桃園國中

Name

School

Dr. Jihad Al-Zubaidi

Al Sabilah School Ivailo Ivanov 134 Lauder ORT School Moh'D Khamis Lutfi Abdollah Noor Al Yaqeen School

97

2018 智慧課堂創新獎 2018 Innovative Smarter Lecture Award

為推動在智慧教室 (Smarter Classroom)環境中的創新教學方 法研究、發展基於 TBL團隊合作學習模式的智慧課堂 (Smarter Le ct u re ) ， 臺 灣 科 技 領 導 與 教 學 科 技 發 展 協 會 舉 辦 「 智 慧 課 堂 創新獎」選拔活動，鼓勵教師發展「可複製、會擴散」的智慧 教室創新教學模式。透過教育教學與智慧教室的深度融合，實 現「以學生為中心」的智慧教育理想。

To p r o m o t e r e s e a r c h o f i n n o v a t i v e p e d a g o g y i n S m a r t e r Classroom and develop Smarter Lecture of team-based learning, Taiwan Technology Leadership and Instructional Technology Development Association organized the “Innovative Smar ter L e c t u r e Aw a r d ” t o h o n o r t e a c h e r s w h o c o n t r i b u t e t o t h e innovative teaching model of Smarter Classroom that is capable of duplication and diffusion. Thus, the award advocates realizing s t u d e nt- o r i e n te d s m a r te r e d u c a t i o n by f u l l i nte grat i o n o f teaching, learning, and smarter classroom.

98

Innovative Smarter Lecture Award Winners

智慧課堂創新獎 Innovative Smarter Lecture

得獎名單 Award Winners

特等獎 姓 名

學校

王 蕾 寶雞高新第三小學 牟守斌 成都高新區芳草小學 呂怡麗 成都高新區芳草小學 李 麗 成都師範銀都紫藤小學 杜 琳 成都高新區芳草小學 肖維肖 成都高新區芳草小學 於素玲 成都鐵路衛生學校 張思欣 楊淩高新小學 張 蒙 成都師範銀都紫藤小學 張 蝶 成都鐵路衛生學校 曹 曼 成都師範銀都紫藤小學 郭 霜 成都市天府新區第五小學 陳思屹 四川省雙流建設職業技術學校 陳昱廷 成都市天府新區第四小學

姓 名

學校

趙 芡 成都師範銀都紫藤小學 劉星岑 成都師範銀都紫藤小學 黃麗霞 成都師範銀都紫藤小學 鄭 勇 成都鐵路衛生學校 賴 杉 成都高新區芳草小學 薑 霞 成都玉林中學附屬小學 羅貫軍 成都鐵路衛生學校 鐘 瀅 成都師範銀都紫藤小學 周淑惠 桃園市桃園國小 徐慧鈴 臺北市志清國小 張順良 桃園市光明國中 蔡貽良 桃園市楊梅國中 鍾琬君 桃園市光明國中

99

2018 智慧課堂創新獎 得獎名單

一等獎 Superb 姓 名

學校

王立環 石家莊市第二十一中學 王秀雲 彭州市實驗小學 王 峰 成都鐵路衛生學校 王德珍 成都高新區芳草小學 王曉燕 成都高新區芳草小學 伍 嬌 成都市天府新區第四小學 冰 潔 成都師範銀都小學 朱鈺琦 成都鐵路衛生學校 齊 虹 富錦市雙語中學 何 華 珠海市實驗小學 李紅萍 成都市少城小學 李 健 海倫市國際雙語學校 李紹慧 成都鐵路衛生學校 李 莉 成都鐵路衛生學校 李 璐 北京市東城區培新小學 周欣萌 成都市天府新區第四小學 周芳明 成都師範銀都紫藤小學 陳 麗 海倫市國際雙語學校 唐霄霄 銀川市興慶區第二十五小學 孫嘉博 海倫市國際雙語學校 徐洪玉 成都高新區芳草小學 高 思 四川省雙流建設職業技術學校 張 磊 成都鐵路衛生學校 張遨宇 四川省雙流建設職業技術學校 張麗娟 四川省雙流建設職業技術學校 畢 紅 成都鐵路衛生學校 許 靜 成都市高新區西芯小學 郭小林 廈門市同安區陽翟小學 陳 蓉 成都高新區芳草小學

Name

School

姓 名

學校

陳曉梅 廈門市同安區陽翟小學 程益霖 寶鶏市高新第三小學 辜楊迪 成都高新區芳草小學 楊 紅 成都市七中育才 董洪勇 成都師範銀都紫藤小學 靳賀程 富錦市雙語學校 蒲泓靜 成都市天府新區第四小學 劉佳穎 北京市東城區培新小學 劉家軍 四川省雙流建設職業技術學校 劉曉陽 銀川市興慶區回民第二小學 劉鑫磊 富錦市雙語中學 蔡明權 廈門市同安區陽翟小學 鄧薇為 成都市天府新區第四小學 韓斐斐 寶鶏市高新第三小學 魏 旭 四川省雙流建設職業技術學校 鐘秀枝 普甯市第二中學 李依凡 臺北市私立新民小學 林以媜 臺北市私立新民小學 林欣欣 嘉義縣樸子國小 林玲宜 桃園市桃園國小 徐芳姿 屏東縣同安國小 梁淑屏 屏東縣高樹國小 莊雅玲 桃園市桃園國小 曾祐瑜 臺北市私立靜修女中 黃淑玲 臺北市私立新民小學 黃馨慧 新北市私立格致高中 詹雅能 桃園市光明國中

Wanwisa Chansuntaraporn Phrapathom Witthayalai School

100

Innovative Smarter Lecture Award Winners

二等獎

Excellent 姓 名

學校

尹文博 銀川市興慶區第六小學 王玉榮 富錦市雙語中學 王 晨 山東省實驗初級中學 王梅容 福州銅盤中學 王瑞軍 山東省濟南第十八中學 王 璐 富錦市雙語學校 王 璐 寶雞市高新第三小學 付 燕 成都市茶店子小學 何夢華 成都師範銀都紫藤小學 何語吟 成都高新區芳草小學 吳楊珍珠 成都市七中育才 李若涵 濟南市景山小學 李 婷 成都高新錦暉小學 李嵐嵐 深圳市華富小學 李 靜 成都師範銀都紫藤小學 周公艶 山東省濟南第十八中學 周雪娜 成都市茶店子小學 武 潔 銀川市興慶區第二小學 侯永慧 銀川市興慶區第二十五小學 紀艶妮 廈門市同安區陽翟小學 胡佳娜 珠海市唐國安紀念學校 唐文靜 成都高新錦暉小學 夏 君 濟南市景山小學 徐晨晨 富錦市雙語學校 徐雅鑫 海倫市國際雙語學校 海亞玲 銀川市興慶區第六小學 康 璐 成都市茶店子小學 張紅嬌 銀川市金鳳區第十一小學 張凱敏 深圳市同心外國語學校 張照坤 成都市茶店子小學 張 雷 同江市第三小學 張 靖 銀川市興慶區第六小學 張 影 山東省實驗初級中學 張 霞 山東省實驗初級中學 梁麗珊 廣州市花都區華僑初級中學 淩萍萍 珠海市唐國安紀念學校 林 秀 海倫市國際雙語學校 郭永華 珠海市斗門區實驗小學 郭舜清 福州銅盤中學 郭麗麗 廣州市花都區棠澍小學 陳 芸 濟南市景山小學 陳 培 雅居樂初級中學

姓 名

學校

陳雪峰 北京市東城區培新小學 陳麗華 北京市東城區培新學校 曾文靜 成都市茶店子小學 曾金榮 深圳市同心外國語學校 賀功銘 成都高新新城學校 賀雲霞 成都市高新區益州小學 黃延偉 山東省濟南第十八中學 黃惠真 廈門市同安區陽翟小學 黃 琴 深圳市同心外國語學校 黃慧君 寶雞市高新第三小學 楊榮燦 廣州市花都區清㘵初級中學 楊麗霞 寶雞市高新第三小學 葛 琳 成都高新錦暉小學 熊曉琳 濟南市山東師範大學齊魯實驗學校 馬麗莎 山東省實驗初級中學 齊小玲 銀川市興慶區回民二小 劉 博 寶雞市高新第三小學 劉 霞 濟南市景山小學 劉 麗 富錦市雙語中學 滕 虎 銀川市興慶區回民第二小學 範佳佳 成都市高新區益州小學 鄧曉冬 富錦市雙語學校 薛 蓮 成都市茶店子小學 羅文青 寶雞市高新第三小學 羅 娜 濟南市景山小學 龐美思 海倫市國際雙語學校 蘇綺雯 廣州市培新初級中學 蘇嬌嬌 廈門市同安區陽翟小學 郭紅艶 成都師範銀都紫藤小學 黃召賓 成都師範銀都紫藤小學 楊蓮蓮 石嘴山市第三中學 楊 柳 寶雞高新第三小學 王豐裕 臺北市志清國小 李桂昭 臺北市私立新民小學 周立薇 臺北市私立新民小學 郭宿珍 桃園市桃園國小 楊政修 臺北市永吉國小 楊瑞圓 臺北市私立新民小學 熊珊琪 臺北市私立新民小學 劉春纓 屏東縣高樹國小 謝淑媚 嘉義縣義竹國中

101

2018 智慧課堂創新獎 得獎名單

Name

Bencharat Prempreesuk Maria Paneva Parttana Wiriyathamjaroen Pichayaporn Apisitthinetr Sittichai Noirat Thitikan Poemthongphuek

School

Phrapathom Witthayalai School Kindergarten № 29 “Sun” Phrapathom Witthayalai School Phrapathom Witthayalai School Phrapathom Witthayalai School Phrapathom Witthayalai School

佳作

Honorable Mention 姓 名

學校

丁雲超 同江市第三小學 王永慶 富錦市雙語中學 王熙慈 銀川市興慶區第六小學 王 慧 銀川市興慶區第六小學 王麗艶 黑龍江省海倫市國際雙語學校 田興輝 河北省石家莊二中西校區 任學會 成都溫江區玉石小學 曲艶薇 海倫市國際雙語學校 何艶歡 珠海市第二中學 宋 伶 珠海市唐國安紀念學校 李 雯 福州銅盤中學 李 曉 寧夏永甯中學 李澤文 普甯市第二中學 李 鋼 北京市東城區培新小學 李營營 濟南市山東師範大學齊魯實驗學校 杜曉文 寶雞市高新第三小學 姚偉宜 廣州市花都區清㘵初級中學 姜美玉 富錦市雙語學校 封艶平 同江市第三小學 唐娟麗 寶雞市高新第三小學 唐潔敏 珠海市唐國安紀念學校 徐佩斌 廣州市花都區培新學校 徐甜甜 山東省濟南第十八中學 郝穎婷 成都市茶店子小學 郝麗麗 海倫市國際雙語學校 馬金霞 銀川市興慶區第六小學 馬曉慧 富錦市雙語學校 張文君 濟南市景山小學 張虎軍 肥鄉區第三中學 張金龍 海倫市國際雙語學校 張詩琪 富錦市雙語小學

102

姓 名

學校

梁珊珊 廈門市同安區陽翟小學 陳兆倩 深圳市同心外國語學校 陳 冰 珠海市香洲區第二十一小學 陳秀卿 普甯市第二中學 陳 述 成都市茶店子小學 傅 莉 銀川市興慶區第六小學 單慧萍 山東省濟南第十八中學 程俊傑 深圳市同心外國語學校 楊 華 銀川市興慶區第六小學 楊 靜 富錦市雙語學校 廖嬌姣 寶雞市高新第三小學 趙向華 岳塘區火炬學校 劉彥秋 富錦市雙語學校 劉玻志 成都市天府新區第四小學 劉曉輝 濟南市實驗初級中學 歐陽琪 深圳市中山中學 蔣錦紅 珠海市斗門區實驗小學 鄧玉歡 廣州市花都區培新學校 鄭曉蕾 濟南市山東師範大學齊魯實驗學校 薑 珊 富錦市雙語學校 韓 婧 寶雞市高新第三小學 李 曉 永甯中學 嚴玉欣 台北市私立新民小學 王渝欣 台北市私立新民小學 李佳穎 台北市私立新民小學 戴咏秀 屏東縣高樹國小 廖音因 屏東縣同安國小 朱若葶 屏東縣三和國小 夏樹芬 桃園永豐高中 林俊良 嘉義縣鹿滿國小

Innovative Smarter Lecture Award Winners

Name

Naowarat Boocha Parin Chotinarawat Sunantha Phorung jaeng

School

Phrapathom Witthayalai School Phrapathom Witthayalai School Phrapathom Witthayalai School

團體獎

Group Awards 獎 項

成 員

特等獎 辜揚迪、牟守斌、賴杉 特等獎 伍嬌、陳昱廷、蒲泓靜 特等獎 張順良、詹雅能、鐘琬君 一等獎 黃淑玲、李桂昭、林以媜 一等獎 李伊凡、楊瑞圓、熊珊琪 一等獎 劉玻志、周欣萌、鄧薇為 一等獎 滕虎、劉曉陽、武潔 一等獎 李婷、葛琳、唐文靜 一等獎 戴咏秀、梁淑屏、劉春纓 二等獎 王梅容、郭舜清、李雯

學校

成都市高新區芳草小學 成都市天府新區第四小學 桃園市光明國民中學 臺北市私立新民小學 臺北市私立新民小學 成都市天府新區第四小學 銀川市回民第二小學 成都市高新區錦暉小學 屏東縣高樹國民小學 福州銅盤中學

103

2019

第八屆

全球科技領導與 教學科技高峰論壇 系列活動 科技領導卓越獎

成為全球智慧教育的領航者，在全球智慧教育 專業人士的平台中，貢獻智慧、榮耀前行 ! 收件截止日期

2019年 5 月

參加對象

全球各級公私立學校之正副校長，以及教育主管單位之領導人

智慧課堂創新獎

在全球智慧教育專業人士交流的平台上， 用創新，讓世界看見你的課堂。

開始徵件日期

2019年 5 月

參加對象

全球各級公私立教學機構之教師

8th

Global Technology Leadership & Instructional Technology Summit Series Events Technology Leadership Excellence Award Become the leader of global SMART education, and contribute wisdom and glory to the platform of global smarter education professionals!

SUBMISSION DEADLINE

May, 2019

WHO CAN APPLY

Presidents and vise presidents of public and private schools at all levels of the world, as well as leaders of educational authorities

Innovative Smarter Lecture Award On the platform of global wisdom education professionals, show the world your class of innovation.

START OF SUBMISSION

May, 2019

WHO CAN APPLY

Teachers of public and private teaching institutions at all levels of the world

a t io n

活動 網站 WEBSITE : ht t p: // w ： h tt ww. tt l i p: / t da / w . or g/

協 會 ent As s o c i 展 m 發 velp 技 y De 科 o lo g hn

主辦單 位 : 臺灣

科技 / g r y g L o e l a o d n e h r o c s e . h T i p a an and I 領 導 td er: Taiw nstr 與 i l 教 uct tt ganiz . io n 學 w Or a w l Te c

智慧教育之教師專業發展 理念與案例【第二版】 Teacher Professional Development of Smarter Education: Ideas and Cases (2nd Edition)

智慧教育 + 教師專業發展 = Smarter Education + Teachers' Professional Development =

智慧教師 2.0

Smarter Teacher 2.0

感謝各界專家、學者、校長、教師支持，本書第二版正式問世！ 什麼是「智連環學習法」？該如何實際運用在智慧課堂？ 都將在全新的章節中公開！

106

作者 About the authors 臺灣科技領導與教學科技發展協會理事長│張奕華教授 Chairman of TTLITDA - Professor Yi-Hua Chang 醍摩豆（TEAM Model）智慧教育創辦人 │吳權威教授 Founder of TEAM Model Smarter Education - Professor Power Wu

專家推薦 Recommendations 新竹市教育處處長│謝傳崇

111教育發展協進會理事長│吳清山

「書籍中提出的「教師專業發展三層式鷹 架」，可以「加速」教師專業成長，更是教師 創新翻轉教學密碼的支持鷹架，值得教育現場 的教師加以參考。在此鄭重推薦給各位教育先 進，一齊提煉改變教育的力量，共創台灣美好 的教育未來。」

「智慧教室科技系統、智慧教學模式案例、教師專 業發展案例等等，將能加速提升教師的「專業」發 展，增強教師的活力與「熱情」，引導與激發學生 的學習動力、動機與興趣，創造出三動、三精及三 適的「智慧」課堂。」

Director of Department of Education, HsinChu City - Chuan-Chung Hsieh

Director of 111 Education Association Ching-Shan Wu

' T h e " Te a c h e r P r o f e s s i o n a l D e v e l o p m e n t S c a f f o l d i n g ( TPDS) for Smar ter Education" proposed in the book helps "accelerate" the professional growth of teachers. It also supports teachers in carrying out innovative flipped classroom strategy. Here, we solemnly recommend to all teachers, to possess the power to change and create a better future for education in Taiwan. '

'Smar ter classroom systems, case studies of teaching model and teachers' professional development, will enhance teachers' vitality and enthusiam effectively, stimulate students' learning motivation, and create a smar ter classroom which integrates per fect “classroom demonstration” (lively, interactive, active), “learning insight ” (precise, refined, improving) and "studentorientation". '

Thanks to experts, scholars, principals, teachers for their support, the second edition of this book is officially released.

What is "TEAM Model Based Smarter Learning"?

How do one actually use it in a smarter classroom?

Find out in the newest released chapters.

書籍資訊 Publication Info. 高等教育出版社 / Higher Education Press ISBN 978-986-6879-71-5

107

蘇格拉底教學行為特徵影片 Sokrates Videos

Savor the essence of a 40 minute class in 1 minute

蘇格拉底教學行為特徵影片（簡稱蘇格拉底影片）將教學影片、智慧標記（結合教學 行為特徵數據、專家觀課點評）、AI 人工智能分析所組成的蘇格拉底影片匯聚，促 進教師專業發展。智慧型影片撥放時，隨時點選智慧標記，即切換到對應教學影片位 置，不再需要快轉、倒帶、飛梭 ...。 The Sokrates Video integrates traditional instructional videos, behavioral data characteristics, and AI analysis. Sokrates Videos automatically isolate and mark the marks made by experts and observers, including effective teaching marks, and let viewers move to the corresponding video sequences without the need to use fast-forward, rewind, or search functions. Allows users to review the highlights of a 40-minute class in only one minute.

教學影片 完整記錄 真實呈現

Teaching Video

智慧標記 快速選取 隨點隨放 Smart Tags

AI 人工智能 統計數據 圖表分析 AI Analysis

TEAM Model's Tree of Smarter Education For the past 20 years, we have been dedicated in implementing concepts of smarter education from inside out, which in time have now cultivated into our Tree of Smarter Education.

The TEAM Model Smarter Education Support System is our basis in creating a smart learning environment.

And through TEAM Model Based Smarter Learning as the ideological lead, teachers are able to produce effective teaching models, accelerating teachers' professional development. Therefore realizing our vision of Empower Teaching, Inspire Learning.

醍摩豆武功秘笈大公開 大數據趨勢下的教師專業發展平台： 「醍摩豆智慧型議課廳」之發展與應用

中日韓八百字的華語數位教學探究

智連環學習法 (TEAM Model Based Smarter Learning

智連環學習理念之課例研究 欣心相印模式

同步差異化教學 現代化因材施教

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各地學區案例

浙江寧波江北區

智慧學區 在江北的實踐與發展

四川成都市

高質量課堂之 中學數學典範案例： 四川成都智慧模式

山東濟南歷下區 閃耀智慧學區： 山東濟南歷下區

臺灣桃園市

一群人一起走 桃園樹立智慧教育新典範

111

醍摩豆智慧教育樹

智連環•醍摩豆 成就每一個孩子 成就每一個孩子

智慧教育

以學生為中心 實踐一對一教育理想

智慧學區

智慧課堂 三動、三精、三適

校校都是智慧學校

D A I

T

智慧模式

教學模式創新流程

R

智慧教師

I

S

採用現代教育理念

C

智慧學校

P

班班都是智慧教室

C

生本

同步

IRS 智

TBL

高互

慧教

室

群學

電子

差異

智慧

動

教室

一對

書包

化

智慧

一

教室

型

廳 議課

智慧

智慧教室

智慧教育基礎建設

醍摩豆

智連環

智慧教育3.0 智慧學習環境

教師專業發展

醍摩豆

歷時20年，由內而外，傾盡智慧教育理念灌溉而成的醍摩豆之樹

醍摩豆智慧教育支持系統 以 為基礎 構築成熟的智慧學習環境 智連環教學理念 我們用 為思想引領 培訓教師提煉有效能的智慧模式 發展智連環的課堂 以成就每一個孩子為願景 實現以學生為中心 一對一 的智慧教育理想

本年刊感謝 112

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