AU2012227244A1 - Computer-Aided Adaptive Teaching and Learning Method and System - Google Patents

Abstract

Abstract An adaptive teaching and learning method, comprising the steps of: randomly selecting from a set of questions and exclusively selecting a list of possible answers for presenting on one or more terminals showing a one-to-one feedback system triggered by said list of possible answers for supporting an educated selection; receiving an answer, submitted either directly from a student terminal or from a teacher terminal, that is nominated by a group of at least one student; calculating and presenting a correctness metric in relation to said answer; presenting a set of further information about a right answer relational to the said list of answers for guiding towards a correct relational answer; and either allowing further attempts to submit said right answer or advancing to a next question set.

Description

2007) Computer-aided Method and System for Guided Teaching and Learning Technical Field The present invention relates generally to a computer-aided method for teaching and training, and a system to implement such method. In particular, the present invention relates to guided teaching in, for example, teaching a language to non-native speakers of the language, integrating the guidance of a teacher and the effect of multimedia teaching materials presented interactively, sequentially and structurally, with the aid of information technology. Background As the new generation is exposed to using computer as a communication means, instant messaging software is popular among students as a communication outside the classroom. Students are also used to the audio-visual stimulation common in most video games. Many automated teaching systems adopting a computer game format have been created in order to replace the conventional classroom method and to make learning a more attractive and enjoyable experience. In teaching language, for example, a teaching approach is for the student to do exercises related to the words to be taught. The student may be asked to give a definition of a word, fill a word in a blank part of a passage, or to identify a picture related to a specific word, while a number of answers are given for the student to choose from. There are existing software packed with graphics and sound effects using such approach to enhance learning effectiveness the students' interest in doing the exercise. However, the value of those software can be doubtful if appropriate guidance in reaching the correct answer sensibly is not provided, as the student who may simply make wild guesses and be frustrated by repeatedly failed attempts to arrive at the right answer, thus losing motivation to participate as a whole. Obviously, the main disadvantage of such automated teaching method is that it lacks the human touch and the guidance from a teacher, which are the crucial elements that these products have thus far failed to capture from the conventional teaching method. The guidance of a teacher serves to guide the student back on the right track to think sensibly when a wrong answer is selected by leading the student through a brainstorming process, using additional data or hint that can assist the student to reach the correct answer in a sensible manner but not by wild guessing that very often is merely the effect of reflexive sense. Such discussion creates a bond between teacher and student and forms a friendly, appealing and interactive learning atmosphere which is only found in conventional classroom approach. There are drawbacks however in conventional classroom approach that has to be refined using modern technology. The major one perhaps is the pre-requisite for the teacher to be very proficient in all aspects of the subject matter. Due to the complexity of -qfiPEA/CN some subjects such as language, it very often takes exhaustive training to groom high caliber teachers who shall have a strong grasp of grammar as well as the intuition for application of the language. Hence, it makes sense to have a system that can equip the teacher with preloaded data and answer keys to support his teaching, with which the teacher is able to gradually pick up more knowledge about a particular subject matter as he uses the system to teach repeatedly along. That way, teacher can focus on playing the role as a facilitator to guide the students through an interactive learning process, and be released from the cumbersome task of digesting the details before giving the lesson. Moreover, globalization has called for increased international communication. A few languages, such as English and Mandarin, are becoming more popularly used around the world, which in turn leads to an increase in the demand of language teachers to teach non-native speakers. A user-friendly teaching system is required to reduce the training period of the teachers. Undoubtedly, the value of a system with pre-loaded data is especially outstanding in situation where supply of experienced teachers or trainers is limited. Another advantage of a preloaded database is that it can upkeep a curriculum systematically that can be then delivered in a method preset by the system, avoiding the subject matter and additional hint delivered by one teacher to deviate much from another. In addition, when a teacher departs or is absent, substitute teachers can readily assume his role using the same system loaded with teaching material to be delivered in manner already adapted by the students. As it is rather time consuming to gather information and statistics on classroom experience for refining curriculum, a good system shall allow storing valuable information generated by teachers and students in the classroom for the purpose. In addition, flexibility for sharing the same among different teachers and students should be emphasized. The teacher himself may sometimes have much insight to offer in teaching a particular subject matter. The same situation applies to students too. In teaching vocabulary, for example, a student may have created a sentence to demonstrate the use of a word that is worth sharing with the students in other classes, on the other hand, may have misunderstood the usage of another word that can be applied as teaching material so that the other students can learn from sharing such mistake. One can imagine how many creative examples of vocabulary application and teaching ideas have gone down the drain due to the inability of educational systems to capture and share them amongst the teachers and students. In other words, an effective teaching system should not only restrict learning from the input of the teacher and the students in one class, but should also facilitate the sharing of such input in an larger scale, covering classes taking the same course within a school using the same LAN, or even other schools conducting classes using the same WAN. There are difficulties though in sharing teaching content and method of teaching between classes that need to be addressed too - Due to also the effects of globalization and the impact of modern technologies, it is not uncommon nowadays for people of different cultural backgrounds and language abilities to learn under one roof or remotely apart. Therefore, there should be a system that can support cross cultural teaching and 2 f01; WPEA/ CN learning to allow students to learn together and progress at individual pace without affecting his peers too much. Another essential feature needed of a system with preloaded curriculum is that it should be able to handle the large amount of input from different sources by identifying what should and should not be stored. There should be a resource effective component to ensure that the data so stored is of quality and that it is easily accessible to the users concerned. No matter how well a teaching and learning process is designed and how experienced the teacher is in applying the process to teach, students may fail to perform the way they should in light of the many distractions facing them. Hence, a good system should be equipped with a control to appraise effectiveness and most importantly suggest remedial action accordingly. To ensure teaching effectiveness, very often educators or trainers need to give extra support to the slower performers. There should be a system that allows and structures tutorial sessions to be carried out by a peer teacher or student taking the role of the original teacher in similar manner as the original lesson has been taught. Although the teacher may select manually the students he believes to be weaker in performance and those stronger ones to be the buddy teacher, it will spare the teacher from such cumbersome process if the system can also automatically identify student tutors, the participating students and most importantly, to structure the appropriate teaching contents to be used in the relevant extra tutorial session. Last but not least, although in class face-to-face teaching is a preferred method of implementation, a good system shall acknowledge distant learning being a solution for educators and trainers in times of technical problems such as bad weather, war or wide spread epidemics etc. or where expertise about a particular subject matter cannot be made available simultaneously at different classrooms located apart. Therefore, the system should cater for different implementation methods, allowing at least one student and or one teacher/trainer leading a class of student(s)/trainees located remotely away from the more experienced teacher(s) to take part The invention is a computer aided method and system that effectively apply information technologies to turn teaching and learning process into a fun-filled interactive logical guessing game, which can address the above educational problems by incorporating scientific education management methodologies into teaching and learning. Summary of the Invention The object of the present invention is to provide a computer-aided method for guided teaching and a system to deliver such method using modern technologies in handling data storage, processing and exchange between workstations, wherein teaching materials of various styles and stimuli are used. In accordance with the present invention, there is provided a computer aided method for guided teaching and learning, using vocabulary as an example of subject matter. There are at least two methods of implementation: 3 l -AU2007 (1 3 - 08 -200) Implementation Method (1) for at least one host teacher and one student within the same LAN, using at least one teacher workstation, with at least one student workstation, using at least one central server or processing unit, as well as an optional network or delivery device to support transmission of interactive classroom discussions if needed. Implementation Method (2) for at least one host teacher, one remote or guest teacher and one remote student or group of students on the WAN, using at least one central server or processing unit, as well as an optional communication network to support transmission of interactive classroom discussions if needed. The computer aided method and system comprising the steps of: In Implementation Method (]): (a) loading a series of questions together with all necessary teaching material including a list of answers as well as the right answer on said host teacher's workstation upon login; (b) presenting a question to the student at at least one student workstation; (c) receiving an answer from said teacher at the teacher workstation, whereas the answer is given by a student in class; (d) sharing the answer submitted at at least one student workstation; (e) determining by the system whether said answer is correct; (f) presenting a feedback to the answer at at least one student workstation, whereas the feedback is triggered dynamically by said answer; (g) allowing for the said teacher or student to submit the first answer or to select another answer; (h) sharing the second input submitted at at least one student workstation; (i) receiving input from said teacher to trigger further information related to the question on at least one student workstations; (j) presenting information sequentially and structurally using at least one of a plurality of styles and stimuli corresponding to the input from the teacher or student on the student display; In Implementation Method (2) (a) loading a series of questions together with all necessary teaching material including a list of answers as well as the right answer on said host teacher's workstation upon login; (b) presenting a question to the student at at at least one student workstation; (c) allowing all the teacher(s) and student(s)located apart to communicate interactively using an optional communication network 4 O-C P .- PA I- N (d) receiving an answer from a remote teacher using a workstation whereas the answer is given by a student in the remote teacher's class or receiving an answer submitted directly by a remote student using a workstation; (e) sharing the answer submitted on each display or workstation connected together on the same WAN; (f) determining by the system whether said answer is correct; (g) presenting a feedback by the system instantly to the answer submitted at all workstations, whereas the feedback is triggered dynamically by said answer; (h) allowing for the said remote teacher or student to submit the first answer or select another answer; (i) sharing the second input submitted at all workstations (j) receiving input from the host teacher to trigger further information related to the question on all student workstations; (k) presenting information sequentially and structurally using at least one of a plurality of styles and stimuli corresponding to the input from the teacher or student on the student display; The present invention provides significant advantages over the conventional teaching method, for example, the teacher may provide guidance to the student on the student display or on remote workstation(s) connected to the teacher's workstation, using various styles and stimuli, such as text, sound, voice, audio, graphics, pictures, photographs, animation, comics or video, in a guided teaching approach. Such guidance is applicable in many teaching modes and is especially effective when the teacher uses multiple choice questions to interact with the students in the teaching process. The students will not be frustrated after selecting a wrong answer because the teacher, with the aid of the system, can guide the student to reach the correct answer afterwards. In one embodiment of the present invention, after the system presenting a question to at least one workstation, the host teacher may trigger additional information related to the question on said student workstation interactively, sequentially and structurally;; In another embodiment of the present invention, the host teacher is provided, on his teacher workstation, with all the necessary information for guiding the student(s) to learn, including the correct answer to the question he presents to the student for teaching; In another embodiment of the present invention, the system is able to receive an input of first submitted answer, whereas the answer is suggested by a student in class or by a student remotely; In another embodiment of the present invention, the system presenting feedback triggered interactively by the student's first selected answer entered either by a teacher or by a first student remotely; In another embodiment of the present invention, the system determining whether an answer submitted is right or wrong; 5 In another embodiment of the present invention, the system receiving input from the teacher or student workstation to submit the first answer; In another embodiment of the present invention, the system determining if the submission of the first answer is accepted or not; In another embodiment of the present invention, the system allowing for a second submission upon rejection of the first answer; In another embodiment of the present invention, the system displaying the right answer of the question, either upon accepting the first submitted answer or receiving an input of a second answer; In another embodiment of the present invention, a system is provided to present teaching material, including the additional information, in a plurality of styles and stimuli, comprising: text, sound, voice, audio, graphics, pictures, photographs, animation, comics or video; In another embodiment of the present invention, the teacher and student may save and share note with other teachers and students on the same LAN or WAN; In another embodiment of the present invention, the note shared among teachers and students on the same LAN or WAN may be presented in a plurality of styles and stimuli, comprising: text, sound, voice, audio, graphics, pictures, photographs, animation, comics or video; In another embodiment of the present invention, the system stores, processes and shares note submitted by teachers and students systematically to make it easily accessible to the teachers and students authorized to share; In another embodiment of the present invention, at least one teacher is provided with a feature to retrieve flexibility and dynamically the saved note authorized to be shared; In another embodiment of the present invention, a system is provided to ensure the teaching materials and hints delivered to the in class students or to remote student(s) by the host teacher are consistent; In another embodiment of the present invention, the host teacher may edit the teaching materials and pre-set it in the system; In another embodiment, of the present invention, the system and teacher are able to record student's attendance in guided teaching and learning session; In another embodiment, of the present invention, a system is able to record the student's performance in his individual practice session formulated by the system; In another embodiment of the present invention, a system is provided to automatically formulate the level of difficulty of the questions and applicable teaching mode presented to at least one student according to the performance of the student recorded in the student's individual practice session, if available; 6 f! JCPEA/C N -. ' '~ 'O %UU A> In another embodiment of the present invention, the teacher is provided with a feature to dynamically formulate or re-formulate the level of difficulty of the questions and teaching mode at his discretion; In another embodiment of the present invention, a system is provided to allow another person, for example, a replacement teacher or a student, to take up the role of the original teacher to teach using the pre-set material; In another embodiment of the present invention, a system is provided to assign at least one student to conduct or to take extra tutorial session. In another embodiment of the present invention, a system is provided to adaptively formulate the teaching content of the extra tutorial session for at least one student, based on the attendance record and performance of said student, in his individual practice, if any, who is assigned to take the extra tutorial session; In another embodiment of the present invention, a system is provided for the teacher to formulate and re-formulate the teaching content of the extra tutorial session for at least one student based on the attendance record and performance of said student in his individual practice, who is assigned to take the extra tutorial session; In another embodiment of the present invention, the key information taken down by the system or provided by different teachers and students joining the same teaching process is recorded by the system for future review of the course materials; In another embodiment of the present invention, the system provides extra means of communication to allow sharing of such interactive guided teaching and learning process with at least one remote learning center simultaneously using a cascade remote network with device(s) to support conference meeting between at least one host teacher and one student; In another embodiment of the present invention, a system is provided for using a plurality of languages to be used on the student display and for translation part of the teaching content including questions and information; In another embodiment of the present invention, a student may re-select the language(s) used on his student workstation and for translating part of the teaching content including questions and information. Brief Description of Drawings The above and other aspects, features, and advantages of the present invention will become more apparent upon consideration of the following detailed description of the preferred embodiments, taken in conjunction with the accompanying drawing figures, wherein: Fig. I is a flowchart illustrating the log-in process in accordance with an embodiment of the present invention; Fig. 2 is a flowchart illustrating the retrieval and presentation of teaching materials in accordance with an embodiment of the present invention; 7 Figs. 3a - 3c are a set of flowcharts illustrating the process of the guided teaching and learning method in accordance with an embodiment of the present invention; Fig. 4a shows the screen captured on the teacher workstation in accordance with an embodiment; Figs. 4b and 4c show the screen captured on the student display in accordance with an embodiment of the present invention Fig. 4d shows the screen captured in accordance with an embodiment of the present invention illustrating how a teacher prepares in advance teaching note and pre selects note authorized to be shared by other teachers and students for teaching.; Fig. 4e shows the screen captured on the teacher or student workstation in accordance with an embodiment of the present invention illustrating a workstation used in distant learning; Fig. 5a shows the screen captured on the teacher workstation in accordance with an embodiment of the present invention; Fig. 5b and 5c show the screen capture on the student display in accordance with an embodiment of the present invention; Fig. 5d shows the screen captured in accordance with an embodiment of the present invention to illustrating how the teacher prepares teaching note and pre-selects note authorized to be shared by other teachers and students for supporting teaching; Fig. 5e shows the screen, captured on the teacher or student workstation in accordance with an embodiment of the present invention illustrating a workstation used in distant learning; Fig. 6 is a diagram illustrating a network arrangement in accordance with an embodiment of the present invention; Fig. 7 is a flowchart illustrating an individual practice session in accordance with an embodiment of the present invention; Fig. 8 shows the screen captured illustrating the recording of the score of a student or trainee in the individual practice sessions in accordance with an embodiment of the present invention; Fig. 9 is a flowchart illustrating adaptive teaching in accordance. with an embodiment of the present invention; Fig 10 is a Remote teaching network diagram illustrating the method of implementation of the guided teaching and learning method on LAN in accordance with an embodiment of the present invention; Fig 11 is a user interface of a panel on a teacher's screen showing video conference between at least one teacher and one student on LAN or WAN in accordance with an embodiment of the present invention; Fig 12 is a cascade remote teaching network diagram illustrating the method of implementation of the guided teaching and learning method on WAN in accordance with an embodiment of the present invention; 8 il& LPEA/CN Fig 13 is a user interface of a panel on a teacher screen showing video conference between at least one host teacher, one remote teacher and one student on WAN in accordance with an embodiment of the present invention. Detailed Description of the Invention Log-in As illustrated in Fig. 1 and 6, a preferred embodiment of the present invention allows host teacher to log-in Fig.13 [4501at a teacher workstation Fig. 4a and 5a [10] to record the teacher's attendance for a guided teaching session. The said teacher, as well as at least one remote teacher Fig. 13 [423] in a remote classroom, in the case of distant learning, may also log-in Fig. 4e and 5e as a student to represent the students who are present for the student attendance record. A remote teacher can guide his in class students to learn by handling submission of answer suggested by the student. At least one individual remote student can also log in using also Fig. 4e and 5e with input means to submit data, for example, selection of answer and student note directly. Once the host teacher and all remote workstations have completed login, the host teacher is provided with the option to trigger additional communication devices to support, for example, a video conference system, for remote interactive teaching and learning. The teacher workstation [10] Fig. 4a and 5a may, for example, be a notebook computer or a terminal, with a display device and a keyboard. Where students learn by sharing a screen, a teacher may take a roll call manually and submit the attendance to the system. This step is needed when the students are not learning on individual workstations wherein the system is able to log and record automatically each student's attendance as soon as he logs in. As illustrated in Fig. 2, in step [300], the teacher inputs the information related to the guided teaching session, for example, the grade, the class, the subject, as well as the lesson that can command the system to process teaching content [879] based on the key data (Please refer to Saving Key Data) stored in the profile Fig. 2 [878] to retrieve and load the relevant teaching mode and the pre-loaded teaching materials for guided teaching and learning. The teaching mode defines the type of question used in the teaching and learning e.g. English, to be presented to the students. Some examples of the teaching mode are: Teaching mode Description of question type LNI Listen to the description and identify a related picture, video, picture, or other subject matters LNW Look at an object and write MPC Multiple choice FIE Fill in the essay 9 -. EPEA/C

N

LMC Listen to Mandarin or another language and choose an answer in English FIB Fill in the blank TOF True or false LRW Link the right word RNW Read and write WIN Arrange pictures, video or subject matters in a logical manner based on hints given QNA Question and answer DIP Definition of idiomatic phrase PNV Passage and vocabulary Various teaching modes are provided so that the same set of materials used in teaching a language can be applied in different teaching modes according to the level of students as indicated from the key data stored in the profile Fig. 2 [878] and the desired outcome. A preferred embodiment DIP mode A preferred embodiment for teaching idiomatic English, also known as phrasal verbs in a guided teaching session, is used to illustrate the present invention. A phrasal verb contains a verb and a preposition, which carries a specific meaning only when the two parts are combined and used together. Regardless of the subject matter and the teaching mode chosen, the guided teaching and learning session may be divided into the following major steps: 1. Show and ask; 2. Show more and prompt; 3. Show and challenge; and 4. Show and instruct 1. Show and ask In a preferred embodiment, as illustrated in Fig. 3a in step [302], a question set [110] containing a set of question items and a number of answers [112a] for selection is displayed at the teacher workstation Fig. 4a [10]. The question set [110] is a number of question items being sentences each containing a phrasal verb and an appropriate preposition that can form the meaning that makes sense in the sentence. Each sentence, when presented on a student's workstation (Fig. 4b, 4c and 4e) will only show the verb with a following blank [126] for a student to insert an appropriate preposition, wherein the students are given a list of answers [1 12b] to select from. 10 In step [304], Fig. 3a, the host teacher selects a question item among the question set Fig. 4a [110] to work on and the system triggers the said question item to be presented on a student display Fig.4b [12]. By way of example, the question item [114a] is selected. The student workstation Fig. 4b [12] may, for example, a screen for displaying to the whole class of students by a projector, or an individual workstation Fig. 5e with monitor and input means for each student. Fig. 4b shows the student screen displaying the question item [1.14b] selected by the teacher and the list of answers [11 2b] available for selection. As illustrating in Fig. 3a, step [306], the teacher discusses and interacts with the students until he has obtained one answer from a student to be entered. In Fig. 3a, in step [306], the teacher clicks on the answer [116] selected by the students on the teacher workstation Fig. 4a [10]. The answer [116] selected will be shown on the student display [12]. In this preferred embodiment, a line is connected from the relevant verb to the selected preposition [116] to denote the selected answer. In Fig. 3a, step [310], a central server or processing unit [14] performs the comparison of the selected answer [116] with the correct answer. When the guided teaching and learning process is participated remotely by remote teacher(s) Fig. 13 [423] , the host teacher can use the enable submissio button on his teacher screen [Fig. 4a] to select and allow one of the said remote teacher's learning centers to input by clicking an answer using [Fig. 5e] to the question presented on such student display, whereas the answer is collected by said remote teacher from his student(s)[41 1] in class. Meanwhile, an optional communication in the form of, for example, video conference serves to support interactive discussions between said host teacher and said remote teacher(s), who uses the talk request button [722] to lead in class students to join the guided teaching and learning session. In the same way, at least one individual remote teacher Fig.13 [430] and student Fig. 11 [can use the same screen 5e to submit inputs to the system for presenting to all other workstations on WAN directly whenever the host teacher allows his center to do so using also said enable submission button. 2. Show more and prompt As illustrated in Fig. 3b[308], Fig. 4a, 4b and 4e, the system displays automatically a feedback triggered by the first selected answer on all the workstations , then, the host teacher may start a discussion and ask the student if the selected answer [116] is wrong, the host teacher may explain why the answer could be wrong to the students by giving further information [120] related to the question [1 14b]. The information [120] is provided to guide the students to have a second attempt to get to the correct answer, which can be in the form of various styles and stimuli, such as text, sound, voice, audio, graphics, pictures, photographs, comics, video, or a combination of the above, to make the teaching process more appealing to the students. O&il

PEA/CN

- "V IVV 10 By way of example, the information [120] are the definitions of the phrasal verbs given in the list of answers [112b] in text form. The host teacher may select the phrasal verb of which the definition is to be shown using drop down box [136] at the teacher workstation [10]. The information [120] is shown in box [138] on the teacher workstation Fig. 4a [10]. The teacher may click Show button [140] to display the information [120] at the student display [12] in said student workstations. By way of example, the information [120] may also be provided in an audio form, that is, by executing an audio file containing the syllabus of the definition. Such audio file may also contain a plurality of languages including a version in a common native language of the student(s) to enable the student(s) to understand the information [120] more easily. The teacher may present the definitions of some or all the phrasal verbs in the answers [1 12a] one by one by clicking to select on [136]. After learning the definitions of the phrasal verbs, the students can be. able to get at the right answer more easily. The provision of the information [120] allows the students to make an educated selection to either submit the first answer using a submit button Fig. 4e or select a second answer, rather than making a wild guess. As illustrated in Fig. 4c, in step [314], a host teacher leads a brainstorming discussion with the students directly or through the said remote teacher to obtain a second answer [122] from the students and input the said second answer at the teacher workstation Fig. 4a[10] or Fig.5e remotely. The student display [12] shows the answer [122] selected that triggers interactively the feedback 'wrong' [124]. as well as the correct answer [126] as illustrated in Fig.3b in step [316] on all workstations. 3. Show and challenge As illustrated in Figs. 3c in step [318] and [320], 4a and 4c, after the system displaying the correct answer [126the host teacher may trigger to review his or other teachers' teaching note [128] with respect to the question set [110], saved Fig. 5d (Please refer to Review before class) stored in the central server or processing unit [14] by selecting a level indicator [133] using pull down list [130] in Fig. 4a. The teaching note [128] may be examples created by the teacher (see Review before class below) or used by other teachers to illustrate the correct answer [126]. The teaching note [128] are grouped with respect to each specific question set and are automatically assigned a level indicator [133] on the level of difficulty according to the class for which the teacher has saved the teaching notes [128] for using teacher screen 4d. By clicking the "Display" button [141], the teaching note [128] stored in the system may be shown at the student display [12] Fig. 4c and 4e. The host teacher may also create his own teaching note [128] in class in box [129] and show the teaching note [128] at all the student displays [12] above by clicking the Show button [132]. The teaching notes [128] will be saved for future reference. The teacher may save the teaching note [128] without showing on the student display [12] by clicking the Save button [134]. If the teacher wants 12 f1---q-PEA/CN to make the teaching note [128] available for sharing with other teachers, he may click the Share button [137] to create an instruction to the server to authorize the sharing. In Fig. 3c in step [320], the host teacher challenges and guides the students to create their own sentences using the phrasal verb taught in the question [1 14a]. The host teacher, or host teacher may enter the sentences [144] in Fig. 4a and in Fig. 4e respectively created by the students as reference note in box [146]. The host teacher may click a enable submissio as shown on Fig. 5e to allow the remote teacher to present the note by clicking a submit button as shown on Fig. 4e below the list of answers [112]. In Fig. 3c in step [322], the host teacher may discuss with the students about the created sentence [144] and give his comments. If a created sentence [144] is a good example of the use of the phrasal verb, the teacher may save the sentence for future use by clicking the button Fig. 4a [148]. If the created sentence [144] seems to be a common error made by many students, the teacher may save the sentence for future teaching purpose. If the host teacher wants to make the sentences [144] available for other teachers, he may click the Share button Fig. 4a [151] to instruct the server to authorize the sharing too. 4. Show and instruct After the 'Show and Challenge' Process, the host teacher may proceed to the next question by repeating from step [304]. In the course of teaching, the host teacher may provide instructions to the students on homework assignments. As illustrated in Fig. 3c in step [324], the teacher may enter in class or trigger to present on all workstations an instruction (which he has stored in the server as he 'Review before Class' for the relevant guided teaching and learning session using Fig. 5d), using Fig. 4a [152] in box [154] at the teacher workstation [10]. The host teacher may also click the Show button to show the instructions [152] on the student display [12], save it and make it available for sharing with other teachers using buttons [142] and [169]. Review before class As shown in teacher screen Fig. 4d, the teacher may preview the teaching material, for example the question set [110] and the answers [112] for selection before conducting the teaching session. The teacher can therefore become acquainted with the teaching materials before class. The teacher may also create some examples of sentences or other stimuli to describe or illustrate the correct answer. Such examples or stimuli may be saved as teaching note [128] in box [129] by clicking Save button [134] for the teacher's own retrieval or by clicking Share button [ 137] for sharing with other teachers. The teaching note [128] are saved with respect to each question set and are assigned dynamically a level indicator[133] according to the level of the class the teaching note [128] has been created for. The system processes and assigns the level by using the key data such as the individual performance of a student or the average performance recorded in each student's' individual practices. 13 f!qkPEA/CN The teacher may also select and review the teaching note [128] of other teachers by using the level indicator [133] at box [130] for searching. The teacher may pre-select the teaching note [128] or stimuli of the teachers to be shown in the class by checking the box [131]. The pre-selected teaching note or stimuli may be recalled by the host teacher in class during the guided teaching process by clicking Display button [141] as shown in Fig. 4a. He may also select and review the note created by students in the 'Show and Challenge' process, which the teacher(s) have saved using his teacher workstation in class, to use as part of the teaching content. In order to facilitate the teacher in shuffling and viewing the saved teaching noteor stimuli created by teachers and students, the central server or processing unit [14] may keep track of the number of times a teaching note or stimuli has been selected to show to the students, and automatically delete the note below a pre-determined selection rate in a period of time. The teacher may also save some instructions [152] to be presented in class to students by inputting in box [154] and clicking the Sav button [142]. He may also instruct the system to allow sharing of the instructions with other teachers by clicking IShare button [169]. Another embodiment: FIB mode In addition to the above. embodiment for teaching phrasal verbs, the present invention is also applicable in other teaching mode. In another preferred embodiment for teaching vocabulary, the present invention is used in providing fill-in-the-blank questions using the FIB mode. The students are given a selection of words or vocabulary, which usually carry clear meanings by themselves. The host teacher is allowed to provide additional hint or information to the students for reaching the correct answer. As illustrated in Fig. 5a and 5b, a host teacher may click button "Show/Hide"[202] to trigger the system to present the question at a box [204] on the student display [12]. The teacher may also click button "Play"[206] to play a pre-recorded audio form of the question pre-loaded in the system. A list of answers containing one correct answer is provided in box [208] on the student workstations 5b, 5c and 5e, screen [12] for selection.. The host teacher may enter an answer in the blank in [204], which is collected from the students. A feedback triggered by the first answer entered is presented on the student screen Fig. 5b and Fig. 5e [220] to indicate if the first answer is correct. He may further clicks the Play and Show extra material button to display more data on the student workstation in Fig. 5b, 5c, and 5e [600] to show additional information on the student display [12] which will assist the students in reaching the correct answer. By way of example, the feedback may be the definition of a word listed in box [208] or other stimuli related that can guide the students to think and choose sensibly. The" The 'Show and Prompt', 'Show and Challenge' Process as described in the embodiment in the DIP mode above can be applied in similar manner using this mode, whereas remote teacher(s) and student(s) can also join 14 f1&iXLEA/CN 4VU i Ud -2007) the guided teaching and learning also. Should the teacher choose to disclose the correct answer to the students who have failed in the first attempt s, he can click the button "Play and Show"[212] to display the answer [210] on the student display [12] at anytime at his discretion, he can also trigger extra material or text in other language [297] to display on [298] so as to make the student(s) understand the meaning of a word more easily. In Fig 5d. The teacher may review the teaching notes and stimuli of other teachers or to input his own teaching note or stimuli in box [221a] before class. The teacher may enter his teaching note or stimuli to be shown on the student display [12] by clicking the Save button [260]. The teacher may authorize the sharing of his teaching note or stimuli with other teachers by clicking the Share button [262]. Further, a box [222] is provided for displaying and selecting the examples provided by other students and a box [224] is provided for entering instructions for the students, for example, to do homework assignment that the teacher can also share with other teachers by clicking Share button [333]. Multi-lingual display The system is able to pre-select the language of the student display [12] according to the need of the students stored in the student's profile Fig. 2 [878], whereas the teacher, by selecting a language in box [219] on Fig 5a, can re-formulate the language used. By way of example, Chinese is used as the default language of the student display [12], which also means that the student concerned would like to use Chinese as a plurality of extra languages to translate the subject matter, including the questions, so that it is easier for him to understand the meaning of it. There may be a mix of students from different countries joining the same lesson in class. Each student may prefer to have their own student display [12] in his own language. In another preferred embodiment as shown in Fig 5e, Distant Learning Screen, each remote teacher leading a remote class or each student learning individually from home, may be provided with a student display [12] with input device to submit data to the host teacher. The teacher or student may reset the selected language to display or translate part of the teaching content including the questions, using pull down list [219] on his workstation in case he wants to choose to learn a second language as he learns English along. Key data or details regarding students taking part in the guided teaching and learning will be stored in the system using a user profile, which includes the extra language translation the relevant student will like to use as extra material [600] on Fig 5e to help the student to learn more easily. The student can re-select his choice of language on his student display using pull down list [219] on 5e. Editing materials In this preferred embodiment, a host teacher may easily edit the teaching material, such as the question, the supplementary information and the teaching note or stimuli before class. As illustrated in Fig. 2, in step [301], the said teacher may retrieve the teaching material for editing. He may edit the questions or prepare his own teaching note using a teaching workstation Fig. 5d. The teacher may edit the question in box [250] and 15 fit&IT PEA/ CN click button 'Edit base not [252] to save the amendment. The teacher may also edit the supplementary information in box [254] and click button '"dit base not "" [256] to save the amendment. The host teacher may prepare the teaching note or stimuli in box [258] and save the same by clicking Save button [260]. The teacher may further authorize the sharing of his teaching noteor stimuli with other teachers by clicking the Share button [262]. He may formulates or re-formulates the level of difficulty of the teaching note assigned by the system according to the key data (Please refer to the Saving Key Data below) including the performance of a student or a class of students in individual practices recorded in the student's profile. By clicking the level button [293] on 5d and [133] on 4d, the teacher can find it easier for him to search for the type of teacher note or stimuli with level of difficulty most suitable for his own students. Networking As illustrated in Fig. 6, the teacher workstation [10] and the student displays [12] are connected to the processing unit [14], which may be, for example, a personal computer or a sever of the school. The server of the school may be connected to other computers [16], for example, in a student computer laboratory, or in the teacher office. The teachers and the students may also use their own computers [18] at home to access the central server or processing unit [14] via the Internet. There are two ways of implementation of the guided teaching and learning process, Method (1) and Method (2). The central server or processing unit [14] of a school may be connected with the central server or processing unit [14] of another school to share the teaching materials. A global server [20] may contain the most. updated software patch and teaching materials. The school central server or processing units [14] may be connected to the global server [20] for regular downloading of the updated software patch and teaching materials. The server [14] of a school storing the data and system is controlled by the host teacher workstation to handle sharing of data amongst workstations. Method (1) - Computer Aided Method for Teaching and Learning" in class on LAN (RTN) Each student either has a workstation, or shares a common display with the class using a projector. The teacher teaches using the same guided teaching method. The teacher screen will be similar to, for example, Fig. 4a and 5a. The student screen will be similar to, for example, Fig 4b and 4c as well as 5b and 5c. The teacher can use a workstation similar to a student's screen 4e and 5e to input answer or submit note in class on behalf of a. student or class of students suggesting answer as a group. Method (2) - Computer Aided Method for Teaching and Learning in class on WAN using the concept of Cascade Remote Teaching Network (CRTN) For guided teaching and learning method conducted remotely, each Remote Teaching Network (RTN) can support up to as many students as 16 fa&TLPEA/ CN physically feasible in a remote classroom or training venue. In the event that there are more students than the venue can accommodate, new RTN groups can be created. These new RTN groups can be cascaded to the main RTN network in a pyramid structure (Fig. 12 and 13). The host or head teacher communicate or interacts with the RTN group teachers or student learning individually from home via the Video Conference Monitor using his own workstation (Fig.4e and 5e). Each RTN group teacher interacts with his/her group of students similar to RTN in Method (1). The Cascade Remote Teaching Network (CRTN) group teachers act as relays of the host or head teacher as well as other guest teachers [430] and [411] in Fig 13 to present the teaching materials to the students in his own locale. While the communication network is based on Internet, the connectivity for each student to the network may include DSL, cable modem, T1, satellite, wireless or whatever means available at the geographic locale of the student(s) concerned. Video Conference Monitor The key to a successful remote learning experience is the additional communication device - All the remote participating venues are equipped with communication device(s), for example, a web camera, a headphone and loud speakers etc. to support Video Conference by connecting to the same main server through the Internet. [Fig 10, 11, 12, and 13] joining the guided teaching and learning process. The host teacher's workstation has the sole right to command the server to allow other workstations to communicate with his workstation by sending text, graphic, pictures, audio or video signals using the enable submissio button on Fig. 4a and 5a, such that he can provide guided teaching remotely. By clicking [722] Talk Request or [373] al on Fig. 4e and 5e, the enabled workstation is then able to submit input including audio video signals to the server that processes and presents the same to all workstations on WAN. When the communication system is triggered, the image of, for example, a remote teacher or student will show up in the display panel in 372 on a student screen similar to Fig. 5e as illustrated in Fig. 11. The host teacher will be able to trigger a panel showing also the image of the person enabled to communicate with him by triggering a hidden panel on his host teacher screen. Individual practice session In addition to classroom teaching, the students may be requested to do homework assignment by taking individual practice session for re-enforcement. In an individual practice session, by way of example as illustrated in Fig. 7, each student is given questions related to the teaching materials arranged in the way as in a guided teaching and learning session. The students may access the questions in a computer laboratory in school or at home by connecting to the school server [14] in Fig. 6 via the Internet. As illustrated in Fig. 8, the scores of the students are recorded by the central server or processing unit [14] in Fig.6. By way of example, the student receives 1 score for each correct answer. The average score of all the students in the class therefore serves as an indicator on how familiar the class is with the teaching materials. Such performance of student in individual practice will be used by the system to assign students to involve 17 &31'PEA/CN in tutorial session and assign level of difficulties of the teaching content as discussed in the above teaching modes. Adaptive teaching In a preferred embodiment as illustrated in Fig. 9, in step [400], the school server [14] records key data including language preference and the scores of the students in individual practice sessions. The school server [14] then suggests the level of difficulty to be adopted for the guided teaching session, the individual practice session and the tutorial session (which will be further described below) in Fig. 9 step [402], according to a pre determined table matching the average score to the level of difficulty. The teacher may re-adjust the level of difficulty using [273] as shown in Fig. 4a and [230] as shown in Fig. 5a. By way of example, in providing fill-in-the-blank questions as illustrated in Fig. 5b, the level of difficulty in providing fill-in-the-blank questions in a guided teaching session may be formulated by increasing or reducing the number of answers provided in box [208] in Fig. 5b. The more answers available to the students for selection, the more words the students need to know of the meaning before they can get at the right answer. As such, the level of difficulty increases with the number of answers for selection. The system can automatically generate the number of answers for selection according to the average score of the students in the individual practice session. The teacher may further adjust the number of answers if necessary according to the response of the students in class by using the pull down list Fig. 5a [230] and Fig. 4a [273]. That way, the current invention enables students of different levels to learn under the same roof and progress at their own pace is fulfilled. Tutorial session Some students may be required to take extra tutorial session to be conducted by a more advanced student in the class. The advanced student may take the role of the teacher to host a guided teaching session for his classmates using the present invention. The students who need to take the extra tutorial session may be those who have skipped a guided teaching and learning session or those who have scored low in the individual practice session. In another preferred embodiment, the central server or processing unit [14] may assign at least one student to conduct and at least one student to take the extra tutorial session according to the attendance record of the student and their score recorded in the individual practice session. The teacher may preset a practice score and an attendance level to be the benchmark for a student to be qualified to represent a teacher to host a tutorial session or to be required to take the tutorial session. The central server or processing unit [14] may match the score of a student in said student's individual practice session and the attendance record to the benchmark score and attendance level or frequency to suggest to the teacher the students who are qualified to be a teacher in the tutorial session or who need to take the tutorial session. In addition, the system can automatically structure the appropriate teaching content based on the participating student' scores and behavior as shown in his attendance record. Saving key data 18 fK PE A/ CN U U t (1 3 08 -, , ,, The central server or processing unit [14] will save the key data in the course of the guided teaching session, such as, for example, the attendance of each student in the guided teaching session, the time required for the students to correctly answer a question in the guided learning session, the data such as language preference in the number of times the host teacher gives additional information on the student display to guide the a student to reach the correct answer and the number of wrong answers made before reaching the correct answer. Such data may be used to review and design better teaching materials, such as, for example, the questions, answers, note and additional information to make teaching more effective. The system can also save and store the performance of a student in each individual practice score in the student's profile Fig. 2 [878], where the student's language used is also stored. Database structure The following databases are used as part of the method and system of the present invention. Table 1 Login Table Name Description LogIniD Unique ID for login UserName User Name for login Password Password UserType Type of users (Teacher / Admin / Students... etc) WorkstationID Unique ID of the workstation joining the learning process Table 1 holds the information for login. When a user login as illustrated in Fig. 1, he will select the user type and input his username and password. The system will then obtain the login ID from the Login Table and check whether the user is authorized to login. If the login is successful, the system will load the corresponding screen according to the user type. The system will at the same time retrieve the component for video conferencing wherever necessary to support remote teaching and learning interactively. Table 2 Lessons Table Name Description LessonlD Unique ID for lesson ModeID Unique ID for teaching mode ClassID Unique ID for class Level OfDifficulty Level of difficulty 19 10, -IPEA/ CN Each lesson contains the teaching materials of the guided teaching system or the tutorial session, for example, the questions, the answers for selection, the additional information in various styles and stimuli, such as text, sound, voice, audio, graphics, pictures, photographs, animation, comics, or video. Table 2 holds a list of the Lesson ID. After the teacher has input the required information and the lesson number in ig. 2, the system will select the relevant Lesson ID from the Lessons Table and load the corresponding teaching materials to the teacher workstation ft-0, and the student display 1 according to the level of difficulty & the teaching mode applicable, which are determined by the system automatically through analysis of student performance and learning behavior. Table 3 Mode Table Name Description ModeID Unique ID for teaching mode Name Name of teaching mode Description Description of teaching mode Table 3 stores a list of the teaching mode. This table relates the teaching mode such as FIB, MPC, TOF and LRW and the description of the teaching mode to the Mode ID. Table 4 LessonItem Table Name Description LessonltemID Unique ID for lesson Item LessonlD Unique ID for lesson Each Lesson Item contains the teaching materials of each question. Table 4 contains the Lesson Item ID and the Lesson ID. After selecting a Lesson by the teacher, the system will select the relevant Lesson Item ID from the LessonItem Table and load the corresponding teaching materials to the teacher workstation 1, and the student display 12 according to the Lesson Item ID. Table 5 Phrase Table Name Description Phrase ID Unique ID for the phrase Phrase The question phrase Audio Audio file of the phrase Definition Definition of the phrase 20 RI 'PEA/CN DefinitionAudio Audio file of the definition of the phrase Example Example of the phrase ExampleAudio Audio file of the example of the phrase Table 5 contains phrases to be listed in box 112 on teacher workstation 10 in Fi and box 1 12B on student display 12 in i . 4b as well as examples of application 110 eflected on teacher workstation 1 in i . 4 which are to be displayed one by one 114 on the student display 12 in .Fig4b. Each example of application can be combined with the relevant idiomatic phrase, which is the lesson item to be taught, from 12 on student display 12 to form a meaningful statement . There is also a list of definitions to illustrate the meaning of the idiomatic phrases. Each phrase is loaded according to the phrase ID. Table 6 Vocabulary Table Name Description VocabID Unique ID for vocabulary Vocab Vocabulary Definition Definition of vocabulary DefinitionAudio Definition of vocabulary in audio format Example Example of the application of the vocabulary ExampleAudio Audio file of the example of the application Answer Answer of the example Extra Language Translation Meaning of the vocabulary in another language Table 6 contains the vocabulary, which may be the answers for selection in a question. The vocabulary is to be combined with the definition of vocabulary, extra language translations and the data from other tables such as the digital file etc. to form a complete question set. The audio recording of the pronunciation of the vocabulary, its example of the application, audio of the example of the application, and the answer of the example and extra language translation are also included in this table. Table 7 Digital File Table Name Description DigitalFilelD Unique ID for digital file Type Type of the digital file FilePath Retrieval path of the digital file Description Description related to the digital file Table 7 contains the ID for identifying the digital file related to each question. The digital file can be in the format of video, image or audio. The digital file combines the data from other tables, such as the Phrase and the vocabulary, which may be the answers for selection, to form a complete question. This table also contains the type, the 21 f&-WPEA/CN retrieval path and the description of the digital file, where type indicates the type of the digital file. Table 8 Classes Table Name Description ClassID Unique ID for class SubjectlD Unique ID for subject ClassName Name of class Term Term number SchoolYear School Year Table 8 contains the information of each class. The system may retrieve the name of the class, subject to be. taught, the term, the school year and other information of each class by the Class ID. Table 9 Student Table Name Description StudentlD Unique ID for student ClassName Name of class PersonalID Personal ID for student FirstName First name of student MiddleName Middle name of student LastName Last name of student ExtraLanguage The type of extra language preferred Table 9 contains the information of the students. The system may retrieve the information of the student, such as, the name of class, the student personal ID number, the first name, middle name and last name and the preferred extra language of the student by the Student ID. The additional language that used in translating the main object of learning e.g. vocabulary and phrasal verb, of the student display for selection may be set according to the nationality or personal profile of the student. Table 10 Student Test Summary Log Table for the Individual Practice Session Name Description SummaryLoglD Unique ID for the Student Test Summary Log StudentlD Unique ID for student TestID Unique ID of the Test Score Score of the Test Remarks Remark for theTest Summary Log Correct Number of correctly answered questions in a test Wrong Number of wrongly answered questions in a test 22

'PEA/CN

j Table 10 contains the students' test results in the Individual Practice Sessions. The table contains the score, the number of correctly and wrongly answered questions, and the remarks of the test. The score will be referred to in nominating the level of difficulty of questions for adaptive teaching, and in selecting the students to participate in the Tutorial Session. The teacher uses the data in combination of his in-class experience to dynamically re-adjust the level of difficulty of questions. The test results may be retrieved by the Student ID. Table 11 Teacher Table Name Description Teacher ID Unique ID for teacher PersonallD Personal ID for teacher FirstName First name of teacher MiddleName Middle name of teacher LastName Last name of teacher Employment Date Date of employment Table 11 contains the information of the teachers. The system may retrieve the information of the teachers, such as, the personal ID number, the first name, middle name and last name of the teacher, as well as the date the teacher was employed to teach by the Teacher ID. Table 12 Teaching Notes Table Name Description NoteID Unique ID for the teaching notes ContentType Type of teaching content of the teaching notes Content ID Unique ID of the ContentType TeacherlD Unique ID of the teacher to identify the author Date The creation date of the teaching notes UsageCount Number of times the teaching notes has been used Note Content of the teaching notes Note Level Level of difficulty or grade level of the Teaching notes IsShared Flag used to identify note authorized to be shared Table 12 contains the information of the teaching notes. The system may retrieve the content of the teaching notes, content type, level of difficulty, author, creation date and usage count by the NoteID. Besides that, the system will base on the flag named "IsShared" to denote the teacher note that can be retrieved for sharing. The Date and UsageCount keep track of the number of times the teaching notes have been selected for 23 ikF!APEA/CN teaching, and the teaching notes below a predetermined selection rate in a period of time will be automatically deleted. Table 13 Class Memo Table Name Description ClassMemolD Unique ID for the class memo LessonlD Unique ID of the Lesson TeacherID Unique ID of the teacher to identify the author Date The creation date of the class memo Memo Content of the class memo IsShared Flag used to identify class memo authorized to be shared. Table 13 contains the information of the class memo. The system may retrieve the content of the class memo, its date of creation, lesson and author by ClassMemolD. In addition, the system will base on the flag named "IsShared" to denote the class memo that can be retrieved for sharing. Table 14 Student Memo Table Name Description StudentMemolD Unique ID for the student memo LessonlD Unique ID of the Lesson StudentlD Unique ID of the student to identify the author Date The creation date of the student memo Memo Content of the Student memo IsShared Flag used to identify student memo authorized to be shared Table 14 contains the information of the student memo which will be used as a student note. The system may retrieve the content of the student memo, its date of creation, lesson and author by StudentMemolD. In addition, the system will base on the flag named "IsShared" to denote the student note that can be retrievable for sharing. Table 15 ModeLevel Table Name Description ModelLevelID Unique ID for the ModeLevel Level Level of difficulty of the teaching mode Description Description on the content of the teaching mode 24 fa fIqLPEA/CN Table 15 contains the information of the level of difficulty of the teaching mode. The system may retrieve level of difficulty of the teaching mode and its related content by ModeLevelID. Table 16 RollCall Table Name Description LessonlD Unique ID for Lesson StudentID Unique ID for Student Date Date on taking roll call Table 16 contains information of student's attendance in guided learning process. The table contains LessonID, StudentlD and Date. If the student login to join a lesson, his attendance will be recorded in this table. For in class learning where the teacher controls the student workstation to input on the student's behalf, the teacher shall use Fig. 8 to take a roll call to record a student's attendance in the record by using 81in i . 5 Table 17 Student Test Summary Log Detail Table for the Individual Practice Session Name Description SummaryDetailLogID Unique ID for the Student Test Summary Log Detail SummaryLogID Unique ID for the Student Test Summary Log QuestionStartTime Start Time for presenting the question QuestionFinishAnswerTime Time for receiving the correct answer of the question AttemptNumber Total Number of attempt prior to reaching the right answer isSeekHelpCount A flag to label the right answer produced by system upon student's request Table 17 contains the detailed information of the student's test result recorded in the Individual Practice Sessions. The table contains the SummaryLogID, QuestionStartTime, QuestionFinishAnswerTime, and AttemptNumber. In this table, SummaryLogID is used for identifying the user to whom the summary log belongs to, QuestionStartTime and QuestionFinishAnswerTime help compute the time needed for a student or a combined class takes to get to the right answer. AttemptNumber is used to record down the total number of attempt prior to reaching the right answer and times the system needs to produce a right answer at student's request. The system can base on the data stored in this table to evaluate the performance of the student. 25 f®R&WPEA/N Table 18 Test Name Description TestID Unique ID for the Test TestQuestion Question of the Test RightAnswer Right Answer of the Test Table 18 contains the information of the practice or test. Each record being stored in this table represents a particular question of a practice or test. This table contains TestID, TestQuestion and RightAnswer, where the system will retrieve questions from this table and use them in the Individual Practice Sessions. In here, test is actually equal to part of the practice where practice is the simplified guided learning. There are also databases containing other information, for example, the instructions to the students, the examples from the students to be used in quiz or test, the common error made by the students for teaching purpose and future reference, and the object of learning (e.g. vocabulary and phrasal verb) in other languages, which are used in the guided teaching session as described in the disclosed embodiments. In addition to be used in class teaching, the present invention is also applicable in one-to-one teaching and long distance learning via the Internet. The present invention is not limited to teaching in school, but is also applicable to training in various aspects. While the invention has been described in detail with reference to disclosed embodiments, various modifications within the scope of the invention will be apparent to those of ordinary skill in this technological field. It is to be appreciated that features described with respect to one embodiment typically may be applied to other embodiments. 26 fi r irfXPEA/CN

Claims (22)

1. An adaptive teaching and learning method, comprising the steps of: randomly selecting from a set of questions and exclusively selecting a list of possible answers for presenting on one or more terminals showing a one to-one feedback system triggered by said list of possible answers for supporting an educated selection; receiving an answer, submitted either directly from a student terminal or from a teacher terminal, that is nominated by a group of at least one student; calculating and presenting a correctness metric in relation to said answer; presenting a set of further information about a right answer relational to the said list of answers for guiding towards a correct relational answer; and either allowing further attempts to submit said right answer or advancing to a next question set.

2. An adaptive teaching and learning method of Claim 1, further comprising the step of capturing input into a one-to-many feedback system from a set of teacher notes and student memos.

3. An adaptive teaching and learning method of Claim 2, further comprising the step of showing said set of teacher notes and student memos shared by other teachers or students.

4. An adaptive teaching and learning method of Claim 2, further comprising the step of allotting a challenge level to said set of teacher notes and student memos.

5. An adaptive teaching and learning method of Claim 1, further comprising the step of saving a set of captured data into a database.

6. An adaptive teaching and learning method of Claim 1, further comprising the step of presenting a set of homework instruction.

7. An adaptive teaching and learning method of Claim 1, further comprising the step of configuring an 27 individual practice session.

8. An adaptive teaching and learning method of Claim 4, further comprising the step of dynamically allotting said challenge level to said set of teacher notes and student memos based on an initial average ability.

9. An adaptive teaching and learning method of Claim 4, further comprising the step of receiving a command to re-set said challenge level.

10. An adaptive teaching and learning method of Claim 1, further comprising the step of capturing an instruction from a teacher for controlling the sharing of a set of teacher notes, student memos, and teaching instruction.

11. An adaptive teaching and learning method of Claim 1, further comprising the step of capturing an instruction from a teacher for sharing with a user.

12. An adaptive teaching and learning method of Claim 2, wherein said set of teacher notes and student memos is comprised at least one of a plurality of multimedia stimuli.

13. An adaptive teaching and learning method of Claim 2, further comprising the step of capturing said set of teacher notes and student memos for creating and fine-tuning teaching content and test content.

14. An adaptive teaching and learning method of Claim 2, further comprising the step of enabling access to a teacher authorized to share said set of teacher notes and student memos for pre-selecting and editing prior to an education session.

15. An adaptive teaching and learning method of Claim 2, wherein said set of teacher notes and student memos include only notes which may attain a predetermined selection ratio over a pre-set period of time amongst a user group sharing said set of teacher notes and student memos.

16. An adaptive teaching and learning method of Claim 15, wherein said set of teacher notes and student memos is comprised of a subset of teacher notes and student memos unable to attain said predetermined selection ratio and are automatically deleted. 28

17. An adaptive teaching and learning method of Claim 1, further comprising the step of recording and dynamically analyzing an outcome of a score attained by a student during an individual practice session.

18. An adaptive teaching and learning method of Claim 16, further comprising the step of comparing one or more scores attained by a student during one or more individual practice sessions with a threshold for nominating a buddy teacher for conducting an extra remedial tutorial class.

19. An adaptive teaching and learning method of Claim 16, further comprising the step of nominating a subset of said group of one or more students for participation in said extra remedial tutorial class.

20. An adaptive teaching and learning method of Claim 16, further comprising the step of analyzing an additional score achieved by said group of one or more students during said extra remedial tutorial class.

21. An adaptive teaching and learning method of Claim 1, further comprising a feature for a host teacher to control the function of a speaker and microphone of said communication network linked to one or more terminals with input devices.

22. An adaptive teaching and learning method substantially as herein described with reference to the accompanying drawings. 29