Issue No.:HB20160118E Date:2016-01-18 Author:Chang, I-Hua、Wu, Chuan-Wei More News facebook

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Teacher Professional Development Scaffolding embedded in TEAM Model (TPDS)


Power Wu,I-Hua Chang

"Teacher Professional Development Scaffolding (TPDS) for Smarter Education" is scaffolding that uses Smarter Classroom support system to facilitate teacher professional development and systemic change.

The technological element (T) is added to the traditional PCK framework to create the TPCK framework. TPDS incorporates integrated technology systems, the RICS model (Reflection, Investigation, Collaboration, and Sharing) in teacher professional development, and the DIA (Teaching Demonstration, Learning Insight, and Lecture Adaptability) abilities of Smarter Teachers. With the support of Smarter Classroom support system, it becomes the ideal scaffolding for teacher professional development.

Fig. 1. Teacher Professional Development Scaffolding (TPDS) for Smarter Education
The RICS model is a basic element of teacher professional development. In the process of teacher professional development, teachers must constantly engage in Reflection (of how technology changes teaching and learning), Investigation (into practical questions about integrating technology and answering them with action research), Collaboration (via scheduling with instructors, learning communities, and students), and Sharing (learning experiences with other teachers and inspire change). In short, RICS is the elemental model for teachers to develop professionally into Smarter Teachers.

The TPCK model facilitates teachers in developing Smarter Classroom Innovative Teaching Models (Smarter Models for short). Smarter Teachers use new Technology, new Pedagogy, and new Content to extract effective, duplicable, and diffusive Smarter Models.

Smarter Models can be extracted from, for instance, team-based learning, problem-based learning, and 1-to-1 learning.

Using the TPCK model to extract Smarter Models is like kung fu: Smarter Teachers can constantly practice and improve themselves.

With the DIA model, Smarter Teachers use Smarter Models to train the three e-Teaching abilities for Smarter Lectures, namely lively, interactive, and active Teaching Demonstration, correct, delicate, and improving Learning Insight, and Lecture Adaptability for proper aptitude, capacity, and learning time. The DIA model is the practical prowess of Smarter Teachers and the ideal scenario of mutual growth of teachers and students.

"Teacher Professional Development Scaffolding (TPDS) for Smarter Education" is for teachers to grow and improve effectively with support of Smarter Classroom. The Scaffolding proposes six paths for teacher professional development, which are teaching model extraction, teaching process reflection, learning process application, diagnosis analytical report, professional self-learning, and team-based community sharing. In short, based on the ideals and technology of teacher professional development in Smarter Education, we have broken free from the traditional growth models for teacher professional development and can help teachers grow systemically, effectively, and smartly.

With more than ten years of history, TEAM Model Smarter Classroom has become a fully-developed, stable e-Teaching system that is valued by governments and educational institutions around the world, who systemically and regularly incorporate the system on large scales. The U.K., Poland, Turkey, Jordan, Bulgaria, Pakistan, India, Malaysia, Thailand, Vietnam, and especially Greater China regions are areas where the TEAM Model Smarter Classroom system is being developed and applied most rapidly.

The Smarter Classroom system is an e-Teaching expert system with the ability to facilitate growth. When a school adopts systemic, large-scale, and regular professional strategies and incorporates the Smarter Classroom system, teachers can grow and improve more effective with support from the system. The following are the paths via which the system facilitates teacher professional development.

Path 1: Teaching Model Extraction

The Smarter Classroom support system is a teaching and learning system based on modern education ideals that helps teachers conduct various modern e-Teaching models including team-based learning, one-to-one learning, and problem-based learning.

More importantly, it helps teachers further extract more convenient, more effective and smarter e-Teaching models. In short, the e-Teaching system is capable of facilitating professional development, constantly improving ideals and professional development.

Path 2: Teaching Process Reflection

The cloud-enabled support system automatically records the teaching process, generating Big Data in teaching, including digital teaching materials, e-notes, activity history, diagnostic reports, and remediation videos. Teachers can reflect on their teaching process in a more scientific manner. With licensing, they can invite experts for consultation. By fully understand the process of e-Teaching, they grow teachers grow as if they train with a coach.

Path 3: Learning Process Application

The support system also automatically records Big Data on students' learning. Teachers can sufficiently track the learning process of each student and conduct counsel and remediation based on scientifically analyzed information. Via the O2O service (offline and online) of the app, teachers, students, and parents can engage in better, personalized guidance. This is also a more specific action in teacher professional development.

Path 4: Diagnosis Analytical Report

With the automatic Online Scoring System and Diagnosis Analytical Report services, traditional test sheets are smartly digitized to produce diagnosis analytical reports to assess test design, teaching, and learning results more scientifically. Thus, teachers act as doctors who sufficiently and scientifically gain insight into education aspects of e-Teaching, e-assEssing, and e-diAgnosing.

Path 5: Professional Self-learning

Implementing flipped classroom is a professional requirement of modern teachers.

Using the flipped classroom module on the learning platform, teachers can deploy self-learning and preview materials for students.

Teachers can track students' self-learning progress via the system, understand students' level of preparation, and thus improve the quality and effectiveness of classroom discussions. In so doing, students can improve their self-learning abilities, and teachers can fully demonstrate their professionalism.

Path 6: Team-based Community Sharing

Teaching and learning are very complex processes. With support from an effective system, one action can serve multiple purposes. The Big Data, teaching materials, case studies, and good questions stored on the learning platform can be used for exchanges and sharing via the teacher community module. Teachers can also work as a team in preparing for classes, listening to classes, discussions, sharing resources, and grow professionally.

Author Info

Wu, Chuan-Wei (Power Wu)
Founder and chairman of HABOOK Information Technology. He specializes in educational technology and educational system development. He founded the international “TEAM Model” smart classroom brand and system with which he successfully established large-scale smart education experimental model schools and smart education model school districts. His practical and academic experience of over 20 years in elementary school and normal university has resulted in works includingSmarter Education: Vision & Practice and over one hundred books on computer and information. He is passionate for education and aims at helping teachers realize their ideals and create new possibilities for education. Professor Wu is currently an executive director at Taiwan Technology Leadership and Instructional Technology Development Association, secretary-general at Smarter Education District Alliance, and visiting professor at Beijing Institute of Education and Chengdu Normal University.
Chang, I-Hua (Eric Chang)
Doctor of educational leadership and policy analysis and master of information science and learning technology from University of Missouri–Columbia. His specialties include principal technology leadership and management, smart classroom and innovation diffusion, principal in data-driven decision making, and teacher academic optimism and influences. His works include School Technology Leadership and Management,Smarter Education: Vision & Practice、and over one hundred papers in local and international journals and seminars (inducing SSCI and TSSCI). Dr. Chang is currently a full-time professor at National Chengchi University Department of Education and director at Taiwan Technology Leadership and Instructional Technology Development Association.

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