Teachers Professional Growth and Support System in Smarter Education
Teachers’ Professional Growth
Teachers’ Professional Growth
and the Development of
and the Development of
Support System based on
Support System based on
Smarter Education
Smarter Education
Eric Chang, Director of TTLITA
Dr. Sams Wang, TTLITA
Teachers’ Professional Growth and
Teachers’ Professional Growth and
the Development of Support System
the Development of Support System
based on Smarter Education
based on Smarter Education
•
Teachers ‘professional
development in terms of the
three-level scaffolding
framework
•
The support system for teachers’
professional development of a
smarter school
Outline
1. Analyze the three-level scaffolding
framework
2. Examine the cases of RICS, TPC, and
DIA for teachers’ professional
development (PD)
Teachers’ Professional Development based
Teachers’ Professional Development based
on Smarter Education: Vision and Cases
on Smarter Education: Vision and Cases
•
For more information
, please refer to the
“Annual Handbook of
Smarter Education”
on page 115.
The Three-Level Scaffolding Framework
The Three-Level Scaffolding Framework
•
This framework
repre
se
nts that
teachers can
use smarter classrooms
to ac
ce
lerate their
PD and sys
te
mic
change.
The Three-level Scaffolding Framework
The First Level of Three-level
Scaffolding
•
In order to be
smarter teachers,
teachers at the first
level should
effectively use
the
RICS
process.
RICS means
R
eflect,
I
nquire,
C
ollaborate
, and
S
hare.
R
ICS
R
eflect
•
Require time for
reflection
“how technology
can transform teaching and learning.”
•
Establish a vision of how the use of
technology can enhance instruction.
R
I
CS
I
nquire
Teachers identify questions about their
own practice with technology and
action
research
activities undertaken to answer
those questions.
RI
C
S
C
o
ll
aborate
Structure time for
collabo
r
ation
, to
collabo
r
ation with mentors, learning
circles, learning communities, and even
collabo
r
ation with students.
RIC
S
S
hare
Arrange for an authentic audience with which
teachers participants can
share
their learning
providing an
i
mpetus to change for teachers,
giving them reason to engage. Sharing with
one another the results of authentic tasks also
extends the learning expo
nen
tially.
Islamic Education College’s (IEC) case of RICS
•
The
College is
located in
Am
man
,
Jordan.
Teachers
demonstrated
their smarter
lectures with
Smarter
Classroom
“Support system.”
“The TEAM
Model
Smarter
Classroom
Carnival” was
held on October
27, 2016 in
Islamic
Education
College.
The Carnival is
a team-based
competition.
Islamic Education
College’
s (IEC)
case of RICS
“The TEAM Model Smarter Classroom Team-based
Competition” is a model for teachers’ professional
development, which comprises five stages:
1.
Team-based cooperation (
C
ollaboration)
2.
Team-based training (
I
nquire)
3.
Team-based competition (
S
hare)
4.
Team-based reflection (
R
eflect)
5.
Team-based growth (
G
rowth)
Islamic Education
College’
s (IEC)
case of RICS
“The TEAM Model Smarter Classroom
Carnival” is a teachers’ professional
development model which includes the
five process
:
Collaboration(C)
→Inquire(I) → Share(S) →Reflect(R)
→Growth(G)
Islamic Education
College’
s (IEC)
case of RICS
The Second Level of Three-level Scaffolding
Smarter teachers
at the second
level of the
scaffolding
effectively adopt
the
TPC
component.
The TPC means
T
echnology,
P
edagogy
and
C
ontent.
T
PC
T
echnology
Knowledge about certain ways of thinking about, and
working with technology, tools and resources, and
working with technology can apply to all technology
tools and resources.
This includes understanding information technology
broadly enough to apply it productively at work and in
everyday life.
T
P
C
P
edagogy
Teachers’ deep knowledge about the processes and
practices or methods of teaching and learning. They
en
com
pass, among other things, overall educational
purposes, values, and aims.
This form of knowledge applies to understanding how
students learn, general classroom management skills,
lesson planning, and student assessment.
TP
C
C
ontent
Teachers’ knowledge about the subject matter to be
learned or taught. This knowledge would include
knowledge of concepts, theories, ideas, organizational
frameworks, knowledge of evidence and proof, as well
as established practices and approaches toward
developing such knowledge.
Dr. Steven Liang’s case of TPC
Dr. Steven Liang’s case of TPC
Dr. Liang combines the Student T
a
blet
Smarter Classroom
(new
Technology
), adopts
the
Team-based Learning
(new Pedagogy)
and integrates the .HTE teaching materials
(new Content )
to create the “Smarter
Model” of TBL.
Dr. Steven Liang’s case of TPC
The Third Level of Three-level Scaffolding
Smarter teachers
at the third level
of the scaffolding
create “smarter
Lectures” of
D
emonstration
of teaching,
I
nsight of learning,
and
A
daptability
of classroom.
Teacher Lin Hsin-Mei’s case of DIA
Teacher Lin Hsin-Mei’s case of DIA
Teacher Lin Hsin-Mei uses the smarter
classroom to show the “
D
emonstration of
teaching” between the teacher and the students,
analyze the IRS results and clouDAS analysis to
understand the “
I
nsight of learning” of students,
and integrates the delivering function of
“support system “ to implement the
A
daptability
of lecture in order to create a “smarter lecture”.
Conclusions
Ongoing professional development keeps teachers up-
to-date on new research on how children learn,
emerging technology tools for the classroom, new
curriculum resources, and more.
The best professional
development is ongoing
,
collaborative, and
connected to and derived from working with
students
and understanding their culture
(Edutopia,
2016).
Thanks for the listening
The Three-Level Scaffolding Framework focuses on enhancing teachers' professional development through smarter classrooms. The framework emphasizes reflection, inquiry, collaboration, and sharing to accelerate systemic change in educational settings. By utilizing processes like RICS (Reflect, Inquire, Collaborate, Share), educators can transform teaching practices and embrace technology for improved instruction. This approach fosters a supportive environment for ongoing teacher growth and development, aligning with the vision of Smarter Education.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Teachers Professional Growth and the Development of Support System based on Smarter Education Eric Chang, Director of TTLITA Dr. Sams Wang, TTLITA
Teachers Professional Growth and the Development of Support System based on Smarter Education Teachers professional development in terms of the three-level scaffolding framework The support system for teachers professional development of a smarter school
Outline 1. Analyze the three-level scaffolding framework 2. Examine the cases of RICS, TPC, and DIA for teachers professional development (PD)
Teachers Professional Development based on Smarter Education: Vision and Cases For more information , please refer to the Annual Handbook of Smarter Education on page 115.
The Three-Level Scaffolding Framework This framework represents that teachers can use smarter classrooms to accelerate their PD and systemic change.
The First Level of Three-level Scaffolding In order to be smarter teachers, teachers at the first level should effectively use the RICS process. RICS means Reflect, Inquire, Collaborate , and Share.
RICS Reflect Require time for reflection how technology can transform teaching and learning. Establish a vision of how the use of technology can enhance instruction.
RICS Inquire Teachers identify questions about their own practice with technology and action research activities undertaken to answer those questions.
RICS Collaborate Structure time for collaboration, to collaboration with mentors, learning circles, learning communities, and even collaboration with students.
RICS Share Arrange for an authentic audience with which teachers participants can share their learning providing an impetus to change for teachers, giving them reason to engage. Sharing with one another the results of authentic tasks also extends the learning exponentially.
Islamic Education Colleges (IEC) case of RICS The College is located in Amman, Jordan. The TEAM Model Smarter Classroom Carnival was held on October 27, 2016 in Islamic Education College. Teachers demonstrated their smarter lectures with Smarter Classroom Support system. The Carnival is a team-based competition.
Colleges (IEC) The TEAM Model Smarter Classroom Team-based Competition is a model for teachers professional development, which comprises five stages: 1. Team-based cooperation (Collaboration) 2. Team-based training (Inquire) 3. Team-based competition (Share) 4. Team-based reflection (Reflect) 5. Team-based growth (Growth)
Colleges (IEC) The TEAM Model Smarter Classroom Carnival is a teachers professional development model which includes the five process: Collaboration(C) Inquire(I) Share(S) Reflect(R) Growth(G)
The Second Level of Three-level Scaffolding Smarter teachers at the second level of the scaffolding effectively adopt the TPC component. The TPC means Technology, Pedagogy and Content.
Technology Knowledge about certain ways of thinking about, and working with technology, tools and resources, and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life.
Pedagogy Teachers deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.
Content Teachers knowledge about the subject matter to be learned or taught. This knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.
Dr. Steven Liangs case of TPC Dr. Liang combines the Student Tablet Smarter Classroom (new Technology), adopts the Team-based Learning (new Pedagogy) and integrates the .HTE teaching materials (new Content ) to create the Smarter Model of TBL.
The Third Level of Three-level Scaffolding Smarter teachers at the third level of the scaffolding create smarter Lectures of Demonstration of teaching, Insight of learning, and Adaptability of classroom.
Teacher Lin Hsin-Meis case of DIA Teacher Lin Hsin-Mei uses the smarter classroom to show the Demonstration of teaching between the teacher and the students, analyze the IRS results and clouDAS analysis to understand the Insight of learning of students, and integrates the delivering function of support system to implement the Adaptability of lecture in order to create a smarter lecture .
Ongoing professional development keeps teachers up- to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more. The best professional development is ongoing, collaborative, and connected to and derived from working with students and understanding their culture (Edutopia, 2016).
