AU2017216595A1 - Method for Ensuring Ability Improvement by a System-Formulated Extra Independent Tutorial Session - Google Patents

Method for Ensuring Ability Improvement by a System-Formulated Extra Independent Tutorial Session Download PDF

Info

Publication number
AU2017216595A1
AU2017216595A1 AU2017216595A AU2017216595A AU2017216595A1 AU 2017216595 A1 AU2017216595 A1 AU 2017216595A1 AU 2017216595 A AU2017216595 A AU 2017216595A AU 2017216595 A AU2017216595 A AU 2017216595A AU 2017216595 A1 AU2017216595 A1 AU 2017216595A1
Authority
AU
Australia
Prior art keywords
student
students
teacher
teaching
system
Prior art date
Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
Pending
Application number
AU2017216595A
Inventor
Kitty Kit King Hau
Current Assignee (The listed assignees may be inaccurate. Google has not performed a legal analysis and makes no representation or warranty as to the accuracy of the list.)
Hau Kitty Kit King Ms
Original Assignee
Hau Kitty
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Priority to US72585905P priority Critical
Priority to US60/725,859 priority
Priority to US11/501,974 priority
Priority to US11/501,974 priority patent/US20080050704A1/en
Priority to PCT/CN2006/002700 priority patent/WO2007041968A1/en
Priority to AU2006301793A priority patent/AU2006301793B2/en
Priority to AU2012227244A priority patent/AU2012227244C1/en
Application filed by Hau Kitty filed Critical Hau Kitty
Priority to AU2017216595A priority patent/AU2017216595A1/en
Publication of AU2017216595A1 publication Critical patent/AU2017216595A1/en
Application status is Pending legal-status Critical

Links

Abstract

Abstrc A di.sonal of a pated lnvet about a lour+l1p adapve leaIcng and teaming rMehod and ' system, realng to a Method for Ensuring Atdiy Einancement by a Syslm-FonnulaWd Exta ) Independent Tutoral Session t Identiy and hep sbwer pedrmers to mpro thei abdty lvel w% theoponbal hepof syslemlominated higeperforers.

Description

Method for Ensuring Ability Level Enhancement by System-Formula I Ed Extra Independent Tutorial Practice

Technical Fieto

The inversion relates to a use knowledge base for keeping track of students ability levels amongst a particular group, established through analysis of Itre key data attained in individual practices and attending learning sessions. The user knowledge base and a content knowledge base together enabte the system to identify slower performers and help Ihem raise ability levef wtlti system-tor™Lated material and the optional help of a more advanced performer nominated by the system.

Background . μ

As the new generation is exposed to using computer as a communication means, instant messaging software is popular among students as a communication outside !he classroom Students are also used to the audio-visual stimulation common in most video games Many automated leaching systems adopting a computer game format have been created in order to replace the conventional classroom method and to make 'earning a more attractive and enpyable experience

In teaching language for example, a teaching approach is tor I he student lo do exerases related to tfte 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 studenl to choose from. There are exisling software packed with graphics and sound effects using such approach to enhance learning effectiveness ihe students doing :he exercise. However, ihe value of those software can be doubtful if appropriate guidance m reaching the correct answer sensibly is not provided, as ihe studenl who may simply make wild guesses and be frustrated by repeatedly farted attempts to arrive at Ihe right answer thus losing motivation to participate as a whole. ’ *

Obviously the mam dtsadvantage of such automated teaching method is lhal it tacks the human touch and the guidance from a teacher, which are the crocrat elements thal these products have thus far failed !o capture from the conventions' teaching method. The guidance of a teacher serves to guide the studenl back on the rght track to rhink sensibly when a wrong answer is selected by leading the student through a brainstorming process using additional data or hint that can assist Ihe studenl lo reach the correct answer in a sensible manner but not by witd guessing that very often is the effect of reflexive sense Such discussion creates a bond between teacher and stucteni and forms a friendly, appealing and interactive learning atmosphere which is only found m conventions! classroom approach

There are draw backs however in conventional classroom approach that has to be refined using modem technology The major one perhaps is the pre-requisite tor ihe teacher to be very proficient in ail aspects of the subject matter. Due to the complexity of some subjects such as language, it vefy often takes exhmistive training to groom high caiinre leathers 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 preioadetf data and answer keys to support hs teaching, with which the teacher 13 able to gradually p&k up mate knowledge about a particular subject matter as he uses Ihe system !o teach repeated I y along Thai way teacher can focus on playing the role as a facilitator to guide the students through an interactive teaming 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 leeching system is required to reduce the training period of the teachers Undoubtedly. I he value of a system wrl.h pre-loaded data is especially outstanding in situation where supply of experienced teachers or trainers is limited

Another advantage af a prdoaded database Is lhat It can upkeep s curriculum systematically that can be than delivered in a method preset hy the system, avoiding ine subject matter and additional hint delivered by one teacher to deviate much from another In addition, when a feather departs 0; 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 11 is rather lime consuming la gather information and sfalistics on classroom experience for refining curriculum, a good system shall allow storing valuable inform alien generated by teachers and students in the classroom for ihe purpose.

In addition, flexibility for sharing the same among different teachers and students should be emphasized The teacher himself may sometimes have much insight lo offer in leaching 3 particular subject matter The same situation applies to students loo. In teaching vocabulary, for example, a siudeni may have created a sentence to demonstrate the use of a word lhat is worth sharing with the students. In other classes, on (he other hand, may have misunderstood ihe usage of another word that can be applied ss leaching material so that the other students can team from sharing such mistake One can imagine how many creative examples of vocabulary application and leaching ideas have gone down the drain due to the inability of educational systems to capture and share them amongst (he teachers and students, in other words, an effective teaching system should not only restricl learning from the input of the teacher and the sludenls in one dass: but shoutd also facilitate the sharing of such input in an larger scale, covering classes taking the same course within a school using Ihe 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 teat need to be addressed too - Due to also the effects of globalization and tire impact of modem technologies, it is not uncommon nowadays For people of different cultural backgrounds and ianquage abilities lo leam under one roof or remotely apart Therefore, more should be a system that can support cross cultural teaching end teaming ιο allow student to team together and progress at individucH pace without affecting his peers loo much, •

Another essential feature needed of a system wrth preioaded currioufem is that it should be able to handle the large amount of input tom differin' >: sources by identifying what Should and should not t>e stored There should be a resource effective component to ensure that the data so stored is of quality and trial it is easily accessible to the users concerned 4 I * »- * i F > i * f

Summary of the Invention

The ddvarttage Of the current disclosure is that a method Is provided to enhance Jtjiky level by means of a system formulated remedld tutorial session to students Identified to be slower performers amidst s group- The system uses individual practice score as test score to set benchmarks to compare the student's performance and ability level It nominates those scaring below a pre-set benchmark to lake system-formulated extra independent tutorial practice and nominates the comparatively setter performers to offer optional help as buddy teachers to conduct (he independent tutorial practices

Implementation Method , i

In accordance with Ihe present invention, there is provided a method for a student or a group of students to enhance ability level using system-formulated extra independent tutorial session comprisigg the steps of - obtaining dynamically individual scores obtained by a plurality of students during one or more

indtvidu at practice practices. T - setting benchmarks with the received praclice scores - comparing the individual scares obtained by s student or group of studenis with the pre-set benchmarks, - nominating one or more students who have scored telow 'fie lower benchmark so take at least one e1!ra independent tutorial practice; - establishing initial average ability levels for the student of group of studenis based on the individual scores attained - retrieving at feast one leaching mode with predetermined challenge level maiching the average ability level of the student or group of students whereas the teaching mode is for the subject selected; • formulating one or more sets of adaptive multimedia data according to the ability levels of the one student or group of students nominated for taking at least one extra independent tu tonal practice; presenting (he sets of adaptive multi media data in the teaching modes retrieved so that the one Student or group of students nominated can take Ihe extra independent tutorial practice on different works miicns to i mprove their scores 1

The presen I disclosure provide significant advantages tq conventional ability level improve mem method us:ng scientific mar age mem method to keep track of and enhance ability (eves by using system-formulated con ten I without the he!p of the original teacher and wasting the Earners time in repetition of practices.

In one embedment of ihe present invention, after the system presents a question to at least one workstation the host teacher may logger additional information related to the question Oh 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 informatton for gukJirtg the students) to team, including the correct answer to the quest on he presents to the student for leaching.

In another embodiment of the present invention, the sys^m Is abte to receive an inpul of first submitted answer, whereas the answer is suggested by a student in class or by a student remotely; f

In another embodiment of 'he present invention the system presents 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 preseni Invention Hie system determines whether an answer submiited is right or wrong; i 1

In another embodiment of the present invention, the system receiving input from the teacher or student workstation to submit ihe first answer;

In another embodiment of the presen! invention the system determining if the suomission of the first answer is accepted or not:

In another embodiment of the presen\ Invention, the system allowing for a second submission upon . } reject ion of the firs! answer; in another embodiment of the present invention, ihe 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 10 present teaching matenai including the additional information, in a plurality of styles and stimuli, composing. text, sound, voice, audio graphics, pictures photographs, animation, comics or video, # « ft

Ir another embodiment of rhe present invention, the teacher arc student may save and share note with other teachers and students on the same LAM or WAN

In another embodiment of the present invention, the note shared among teachers and students on the same IAN or WAN may t>e presented m a plurality of styles and stimuli, composing: text, sound, voice, aud io, graphics, pictures, photog raphs, animation, comics w video

In another embodiment of ihe 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 Ihe saved note aulhorizeti to be shared.

In another embodiment of the present invention, ξι system is provided to ensure the teaching materials and h>nts delivered to the in class students or to remote students) by the hosl teacher are consistent.

In another embodiment oi the present invention, he host teacher may edit the teaching materials and pre-sei it in the system;

In another embodiment of the present Invention, toe system and teacher am able to record student's attendance m guided teaching and teaming session. in another embodiment of the preseni invention, a system is able to record the student s performance in his individual practice session formulated by Ihe system

In another embodiment of Ihe present invention, a system is provided to automatically formulate the level of difficulty of Ihe questions and applicable teaching mode presen led to at least one student according to Ihe performance of the student recorded in the student's individual practice session, if available; 2 fn another embodiment of (he ρ/eseni Invention me teacher i$ provided with a feature to dynamically formulate or re-farmulate the levs· of difficulty of the questions 3rd teaching mode at his discretion;

In another embodiment of !he present invention a system i$ provided to allow another person, for example, a replace merit teacher or a student to lake up the role of the original teacher lo teaching using the pre-set material that the system formulates adapts Jy lo meet ihe user's need,

In another embodiment oi the present invention, a system is provided to assign at Seasl one student io ? conduct or to take extra independenl tutorial session - in another embodiment of the present invention a system is provided to adaptively formulate the teaching content of the extra independent tutorial session for at least one student, based on the attendance record and performance of said student, in Ins individual practice, if any, who ;s assigned to take the extra independent 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 independent practice 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 independent tutorial session; in another embodiment of the present Invert lion ihe key data taken down by the system or provided by different teachers and students joining ihe same teaching process is recorded by the system for future review of the course materials:

In another embodiment of the present invention Ihe system provides extra means of communication to at tow sharing of such interactive guided teaching and learning process with at least one remote learning teritre simuttarreously using a cascade remote network with device{sj to support conference meeting between at teasi one hosi 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 ihe student display and for translation pah of the teaching content including queslms and information,

In another embodiment of the present invention a student may re-s^iec! the ianguage(sl used on hi$ student workstation and for translating pan of the teaching content inducing questions and information,

Brief Description of Drawings

The above and other aspects, features and advaniages of the present invention will become more apparent upon consideration of the fallow.ng detailed description of the preferred embodiments taken in conjunction with accompanying drawing figures, whsrain:

Fig 1 is a flowchart illustrating the log-m process in accordance with an embodiment of the present invention, and shows that there is an admin who manages the system, fig 2 ;5 a flowchart illustrating ihe retrieval and prssentairon of teaching materials in accordance wilh an embodiment of the present mvenfiorrand particularly shows how the add note page is used lo add notes applicable to be used In different teaching modes

Rgs 3a - 3c ate a set of flowcharts illustrating the process oi the guided teaching and learning method In accordance with an embodiment of the present Invention Fig 3c in particular shows the optional step of the leaching and learning method where the teacher can trigger and display notes stored in the system as well as cap!ore notes dynamically in class

Fig. Ae shows the screen captured on lhe teacher workstation in accordance with an embodiment, especially showing how the host teacher is provided with a feature tor the system to capture, process and display notes, allot revel indicators and take instructions about sharing dynamically m class,

Rgs 4b and 4c show ihe screen caplured on the student display in accordance with an embodiment of She present invention, *

Fig 4d shows the screen captured in accordance will·, an embodiment of ine present invention illustrating how a teacher prepares in advance teaching notes aid pre-selects notes authorized ro be shared by other teachers and students for teaching purposes H is an example of the Add Note screen that the teacher can use to create, edit and store notes tor sharing amongst authorized users:

Fig 4e shews the screen captured on the teacher or studenl workstation In accordance with an embodiment of Ihe preseni invention illustrating a workstation used in distant learning It is a distant learning screen showing submission of a student memo in class where the siudertt needs to gel approval to talk to the teacher remotely;

Fig 5a shows the screen captured on the teacher workslation in accordance with an embodiment of the present invention also showing a feature where the host teacher is enabled to submltmultimedia content

Fig 5b and 5c show the screen capture on Ihe student display in accordance with an embodiment of the presen! invention

Fig 5d shows the screen captured in accordance with an embodiment of the present invention to illustrating how the teacher prepares a teaching note and pre-selects a note authorized to be shared by other teachers and students for supporting teachingand showing that ihe teacher is able to edit the note in the con ten I knowledge base;

Fig 5e shows me screen captured on the teacher or student workstation in accordance with an embodimeni of the present in vention IlktstrBting a workslation used in distanl learning .demo nstralmg how a sludenl submits content and sludenl memos remotely in class. The sludenl aiso has a talk button to communicate with other workstations: f * ,

Fig. B is a diagram illustrating a network arrangement in accordance with an embodiment of the present invention, showing the network structure of the system, where multiple teachers work logether to teach multiple sEudents.rncluding a guest teacher teaching from home.

Fig 7 is a flowchart illustrating an individual practice session in accordance with an embodiment of the present invention,

Fig 6 shows the screen capture illustrating the recording οί the score ol 3 Student or trainee m the individual practice sessions in accordance with an embodiment of the present invention;

Fig. 9 ts a flowchart illustrating adaptive teaching in accordance with an embodiment of the present invention It shows the invention of nominating slower performers for extra lu tori at sessions and other suitable students to be buddy teachers and that the level of difficulty and the content of the tutorial sessions are formulated by the system.

Tig 10 is 3 remote leaching network diagram illustrating the method of impiementation of the guided leaching and teaming met hen f on LAN in accordance with an embodiment of the present invention: 4 fig 11 is a user interface of a panel on a teachers screen showing video conference between af 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; a * * i

If *

Fig 13 is a user interface of a cartel 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 or the present invention II shows how a group of students or individual students on their own workstations car; team together in the same classroom either a host teacher or a remote teacher white other teachers and students can join the leaching and teaming session from different tocalions

Detailed Description of the Invention

Log-in

As illustrated in Fig 1 and 6. a preferred embodiment of the presen! invention ailows hosl teacher to iog-ιη Fig. 13 [4501 at a teacher workstation Fig and 5a [10] to record the teachers attendance for a guided teaching session The said teacher as well as al least one remote teacher Fig 13 [423J in a remote classroom, in the case of distant teaming, may also log-in Fig 4e and 5e as a student to represent the students who· are present for the sludeni attendance record. A remote teacher can guide his in dass students to team by handling submission of answer suggested by toe student

At least one individual remote studeni can also log in using also Fig and 5e with input means to submn date for example, selection of answer and student note directly

Once ihe hosl teacher and all remote workstations have completed login, the hosl teacher is provided with the option to trigger additional communication devices to support, for example, a video conference system, for remote interactive teaching Bind teaming 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 fohere students I earn by sharing a screen, a teacher may lake a roil call manually and submit the attend a nee to the system. This step is needed when the students are nol learning on individual workstations wherein the system is able to log arid record automatically each student’s attendance as soon as he logs in

As illustrated in Fig 2 in step [300], the teacher inpuls the information related to the guided teaching session, for example Ihe grade ihe dass, rhe subject, as well as Ihe lesson that can command the system to process teaching content [679] based on the key data {Please refer to Saving Key Data) stored in (he profile Fig 2 [B73| to retneve end load Ihe relevant leaching mode and the preloaded teaching materials for guided teaching and learning

The teaching mode defines the type of question used in the teaching and teaming e.g English. to be presented to the students Some examples of the teaching mode are: LMC Lift ten to Mandarin nr dmilhfi language3 and choose an jiiiwi'r in English FIB Fill in the blank TOF Frae or fit* LKW Link the right word RNW Read mid write WIN Arrange picture?, 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 me provided su that Lite same set ot materials used in leaching a language tan he applied in different teaching modes according * to the level of students as indicated from the key data stored in the profile Fig. 1 j and the desired outcome A preferred embodiment DIP mudr ' A preferred embodiment litr teaching idiomatic English, also known as phrasal verbs iti a guided teaching iessinn, is used to illustrate the presen) 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 subjea matter mid the teaching mode chosen, the guided leaching and learning session may be dn (tied into [he following major steps: 1. Show and ask; L Show more and prompt; 3. Show and challenge, and 4. Show and instruct

In step [304], [ ig 3^. the hoa leather ncioct* a question item smon^ the question scl Fig 4a [ I UJj to work on and I he system triggers die said quasi ion item to be prcaciiicd on a UudeH displjty Fig.4b [121 Ft> wny of example, the question item j I I4a| is selected * ihe student wortatouon Fig, 4b [12] may. for example a screen for displaying to ihe whole class of students bv □ projector, ur mi individtml workstation Fig. ie with monitor and input meins foi each student.

Fig. 4h shows the stud cm screen displaying ihe question item [114b] selected by die toucher and ihe list of answer* [112b] available tor sclFclmn,

As illustrating in Fig. 3a. step [306], the teacher diseduses and interacts with the students until he has obtained one answer from a student to be entered. In Fig, 3a. in slep [3¾1]. the teacher cite to- on the answer [Mb] selected by the students on the teacher workstation fig, 4a (10J.

The answer [116] selected wtH be shown or the student display [12] In this preferred embodiment, a line is connected from the relevant verb to the selected preposition [M61 to denote the selected answer.

In Fig. 3a. step |3ltJj, a central server or processing unit )14] performs the comparison of the selected answer [1 16] with ihc CurreCl answer. When the guided teaching and learning process is participated tempidy by remote teachers) Fig, 13 [423 J , ihe host teacher can use the Enable aubmissiorj bull on mt his leather screen (Fig. 4a] to sdecl and allow one of ihc said remote teacher’s learning centers to Input by clicking mi answer using [Fig 5c] to the question presented on such student display, whereas the answer is collected by said remote teacher from his siudcinlsj[41! ] 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 leathers), who uses the raTk_reyu^t button [722] to lead in class students to join the guided teaching and teaming session. In the «line way, at least one individual remote teacher Fig 13 [4? ft] ind student Fig. 11 [can use ihc same screen 5c to submit inputs to the system for presenting to all other workstations on WAN directly whenever the hosl Leather allows his eeuicr to do so tiling also said imablcj jsubnnissionl builon, * 2 Si^imsiTjamUiyn^i

As illustrated m i ig 3b{308], Fig, 4a. 4b and 4c, the lysti-m displays automatically a feedback triggered by ihc first selected answer on all the workstations , then, ihc host teacher may %un it discussion and mfc ihc student if the selected answer J116] is wrong, the host leather may explain why the answer could be wrong to the students by giving further information [1-0] related to the question [114b], The information [120] is provided to guide the studeuis to luivc a second attempt to get to Ihc correct answer, which can be in the form of various stylos and stimuli, such as lext, sound, voice, audio, graphics, pictures, photograph*, comics, video, nr a combination of The above, to make the teaching process more appealing to the students

By way of example. the information [120]1¾ the definitions of ihe phrasal verbs given in the Irst 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 11G]

The information [120] rs shown <n box [136] on Ihe teacher workstation Fig 4a [10] Tha teacher may click Show button [140] to display the mformation <120] at the student display (12] in sa;d student 'workstations By way of example. Ihe information [120] may also be provided irv an audio form, that is. by executing an audio file containing the syl'abta of Ihe definition . i

Such audio fite may also contain a plurality of languages including a version in a comfnon native language of toe Students) to enable the students) to understand the information j 120] more easily. The teacher may present the definitions of some or el! the phrasal verbs in the answers [112a] one by one by clicking to select on ]13S] After learning the definitions of the phrasal verbs, the students can bp able to get at the ngh^ answer more easily The provisron of the information [120] in the form of hints 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, rn step [314), a host teacher leads a brainstorming discussion with the students directly or through the said remote teacher lo obtain a second answer [122] from the students and inpul the said second answer at the teacher workstation Fig. 4aji0] or Fig.Se remotely. The student display (12} shows the answer [122] selected the! triggers interactively the feedback prompt “wrong' [124] as welt as Ine correct answer ] 126] as illustrated in Fig 3b in step [316) on ell work stations 3 Show and challenge

As illustrated in Figs 3c π step [318] and [320] and 4c, after Ihe system displays the correct answer [126] the host teacher may trigger to review h;$ or other teachers1 teaching note [128] regarding Ihe question set [110] saved Fig 5d (Please refer to Review before class) stored in the central server or processing unit [14) by selecting a ievel indicator [133] using pull down list [130] rn Fig. 4a. The teaching note [128] may be examples created by ihe teacher (see Review before class below) or used by other teachers to illustrate the correct answer (126) The teaching notes [128) are grouped with respect to each specific question set and are automatically assigned a level indicator [133] according to the level of difficulty according to the class for which the teacher has saved the teaching noles [128] by using teacher screen 4d. By clicking the 'Display' button [141). the teaching note [128] stored to the system may be shown at the student display [12] Fig 4c and 4a.

Tne host teacher may also create his own teaching note [128J in class in box [129] and show the teaching note [126) at all the student displays [12] above by clicking the Show button [132], The teaching notes [128) wilt be saved for future reference The teacher may save the teaching note [128] without showing on the studeni display [12] by clicking the Save button [134] If tha teacher wants to make the teaching note [12Ej actable tor sharing with other teachers, he may dick the Share button 1137] to create an instruction to the server to authorize the sharing in Fig 3c m step [320], the host teacher challenges anti guides the students to create their own sentences using the phrasal verb taught in the question [114a] 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 bo< [146] The hosl teacher may click a enable submission as shown on Fig 5e to allow the i remote teacher to present the noie by clicking a submit button as shown on Fig. 4e below the list of answemJ112] t t

In Fig 3c in step [322], the host teacher may discuss wHh 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 [146] If the created sentence [144] seems to be a common error made by many students the teacher may save the sentence tor future teaching purpose If the host teacher wants to make the sentences [144] available tor other teachers, he may cfi^k the Share button Fg 4a [151] lo 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 repealing from step [304] In |tw course of teaching, the host teacher may provide instructions to the students about homework, assignments As illuslrated in Fig 3c in step [324], the teacher may enter in class or trigger to present cn all workstations an instruction i which he has stored in the server as he 'Review before dees’ for the relevant guided teaching end learning session using Fig 5d). using Fig 4a [152] in bon [15^] at the teacher workstation [10]. The host teach# may a:so dick the Show button to show the instruct ons [152] on the siudem display [12] save li and make it available for sharing with other teachers using buttons [14¾ end [169] #

Review before ciass

As shown in teacher screen Fig 4d the teacher-may preview the teaching material for example the question set [110] and I he answers [112] for selection before conducting the teaching session. The teacher can therefore become acquainted with ihe leaching con ten I before class

The teacher may also create his own ex am pies of sentences or other stimuli to describe or illustrate the corned answer. Such examples or stimuli may be saved as teaching note [12Θ] in box [129] by clicking Save button [134] for the teachers own retrieval or by clicking Share button [ 137] for sharing with other teachers. The teaching note [128] saved with respect to each question set and are assigned dynamically a level indicator^ 33] according to the level of the class the teaching note (128] has been created for The system processes and assorts ihe 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 1 The teacher may alto select mid review I he teaching! note 1128 j of other (caches

I L by u^jni: the level indicator [BJ] at hot \ Πί>| tor The teacher may pre select the teaching note [128] or stimuli of the teachers to tv shown in the diua by ! cheeking ihe bon 11311. The pre-selected leaching note or stimuli may be recalled by the host i cache r in class dun nil the guided teaching process Hi clicking Display button - [ ΜIJ as shown in Fig. 4a. I He may also select and resiew the note created by students in the 'Sim* and

Challenge' process. which the teacher! s I ! me saved using hi:> tent her workstation in class, to use as. pan of the teaching ¢0 π lent * In order to fociUtaie the teacher in shuffling and viewing: the saved leaching \ + nateor stimuli created by teachers and siudents. the central server or processing unit M | may keep track of die number of times a (caching note or stimuli has been selected to show to Ihc students, and automaticnlly delete the note below a pro-determined selection rale in a period of lime

The leather may also *avc some instructions 11 52 [ to he presented in class to students by inputting in box [154] and clicking the |Savd button [M2], He may also instruct ihc system to allow sharing of ihc msimcLions w ilh olher teachers by clicking Shore! button [ 1 bd |

Another embodiment: f-ΊΒ mod*

In addition to ihc above, embodiment Ibr leaching phrasal verbs, the present invention is also applicable in other leaching mode. In another preferred embodiment for leaching vocabulary, the present Invention tv used in providing iilHu-tte-bliiiik (petitions using Ihc FIR mode. The students are gt\cn a selection of wonts or vocabulary, which usually carry clear meanings by themselves. The heei anchor is allowed to provide further information in the form of hints to the students tor reaching (he coned answ er t As illustrated in big, 5a and 5b, n host teacher may click button "Shu* Hide"[202] ίο trigger Hie -.ysiem to present the question ai a hov [204] on (he student display | !2J The leoriicr may also dick button MPtey"[20fi] to play λ pre-recorded audio form of ihc question pre-loaded in Ihc *>stent, Λ list Of answers containing one correct answer is provided in bux [208] on the student workstations 5h, Sc and 5e, screen |I2| ibr selection., the host lonelier may enter an answer in the blank tn |3D41„ which is collected from the students. A feedback hint triggered by ihe Hrst answer entered is presented on the student soeco Fig. 5b and Fig 5e [22ttJ to enable a student to make the tight choice He may further i * . 1 flick (he Plav ittd Show extra material button to display mure data on I he L, student workstation in Fig. 5b, 5c, and 5e [0ffl] |o show additional inlomiaiinn '* Pti the student display f 12} which will uisisi die autdcni* in reaching the correct ] answer.

By way of example, the feedback may be the definition of a word filled in * hox [208] W other stimuli rdsited (hat cars etude the students to ihmk and choose j sensibly. The·* The h5bow and Prompt1, "Sh^sv and Challenge' Pmces·. as ] described in the embodiment in the Γ>ΪΡ mode above ton be applied m similar manner using this mode, whereas remote umchefl's) and students) can also join 5 ( t m (he guided leaching and leareim: also. Should the teacher choose to dimefose ihe COITCCI answer to the student* who have tailed rn the first attempt s, he can diet the button "Play and jShnw"[2t2] I" display the answer [210] on the student display [ (2] at anytime at his diiKfeUnn, he can also trigger extra material or test in other language [2.07] [r. display on [298} so as to mate the student!»} understand (he meaning of a word runic wily.

Irt Fig 5d. The teacher may review the teaching notes ami stimuli of other teachers or to input his own teaching note or stimuli in box [221a] before class The teacher may enter his teaching mtc at stimuli rn be shown on ihe niitdent display [12} by clicking ihe Save button [260]. The Icachet may auiborize the sharing of his Teaching note or stimuli with oilier teachers by 'clicking the Share button [262 J Further, j hr is [222] is provided tor display mg and .selecting the examples provided by other students and a box [224] is provided for entering instruction» for the students, lor example, in thi homework assignment that the teacher can also share with otiici teacher* by clicking Share button [32JJ.

MiiltTlineual display

The system is able to pre-setett Uic language of the student display [I2J according to the need of the srudems stored in the student’* profile Fig. 2 [878], whereas the teacher, by selectirg a language in box [2J'i| on f ig 5a, can te-formulaic ihe language ie*cd. Hy way of example. Chinese is used os 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 it easier for him to understand the meaning of ii.

There may be a mix of students from different countries joining the same lesson in class. Each student may prefer Lu have their own student display |12] in lus own language. In uimhcr preferred embodiment as shown in Fig ie. Distant Learning Screen, each remote teacher leading a remote class or each under < learning individually from home, may be provided with π student display f 12] wiih mpul device lo submit data to the host teacher The teacher ur dudenf may reset the selected language to display or translate part of the teaching content including die questions, using pull down hst [21^] on his workstation in case he wants to choose to learn a second language os ht learn» English along

Key data ar details regarding sttidonu taking pari in I he guided leaching 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 [60(1] on Fig 5c to help the student to learn more easily. The student cun re-select his choice oflaiiguagc on his student display usmg pull down lift [219] on 5e

Editing materials [o this preferred embodiment, λ hnsi 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 [30t], the said teacher may relieve the teaching material for editing fit may edit the questions or prepare his own teachipg'nole using a teaching workstation Fig. 5d The <cachet may edit (he queitiou in box J25Q] and

Lilitk butt» 'ΐ Jii base iiutci1, £252) to save the amendrntm The teacher may also edit the ituppleriieniary information m box [-Ml and dick burton 'jrdit base nmcj“" [256] to save iht amendment. The host teacher may prepare the teaching note or stimuli m box [258) and save the same by clicking Save button [260) Hie leather may further authorize the $hnnng of his teaching nnteor stimuli with other teachers by clicking the fcharc button [262 J. He may formulates or re-fotmtilutts (he level of difficulty of (he teaching note assigned by the system according to the key data (f'Jease reler to the Saving Key Dan Setosvl including the performance ot a student or a dns> of students in individual practices recorded in Ihc student s profile. By clicking the level button [293] on id and J123] on 4d. the teacher can find it easier for him to search for (he type of teacher note or stimuli with level of difficulty most suitable for his own itudents. . ISetwnrkJng μ Λί illustrated in Fig. 6, the teacher work slut ion [In] and llic student displays ft 2] are connected lu the processing unit [I4J, which may be, for example, a personal comparer or λ sever nf the school |"he «tvct of the school may he connected to other computers [16], for example, in a student computer laborstnry, nr in Ihc teacher office. The teachers and The Student4 may also use their own computer» [18] m home to access the central server or processing unit [14] via the Internet.

There ore two ways of implementation of ihc guided teaching and learning process. Method (1) and Method (2). The central server or processing unit fl4].of a school may be connected with the central server or processing unit 114] of another school k> share the leaching materials Λ global server [20 j may contain the mosl updated soil ware patch and teaching materials The school central server or processing units (14] may be connected to die global server βΟ] for regular downloading of the updaicd softw are patch and teaching imteoals.

The server [ 141 oi a school storing the data and system is controlled by the host teacher workstation lo handle sharing of data amongst workstation s.

Wahod (1J - Compeer Aldtd Method for Teaehitw and Learning in dess on

Each stud cm either has a workstation, or ill arc4 a common display with (he class using a projector Ihc leachet teaches using the same guided leaching method I hc teacher screen will be similar to, for example, Fig 4a and 5a, Hie student screen will be similar 10, lor example. Fig 4h and 4c m well ss $b and Se. The leacher can tue a worbuatkap simitar to a student's screen 4c and 5e to input answer or submit noic in class on behalf of a student or class of students suggesting answer as a group tj

Method (2) Computer Aided Method for feintu/ii· und /.L\nninti in clam on »T.V msiπs the concept of Cascade Remote reaching Setnork (CRTX)

For guided teaching and learning method conducted remutely. each Remote Teaching Network (RTN) can support up to u4 many studentx Λί physically feasible ui p remote diissiwmi or training venue In the even I thul there are more omknts than the venue can jiceummotbie. new RT\T groups can be created. These new RTN group'; can be cascaded to ihc main RTN network in a pyramid structure ('Fig. 12 and fit. The host or head Leather communicate nr interacts with ihe R1 ^ group teachers or student (aiming individually from home tin the Video Conference Monitor using Ins own workstation (hg.4e and 5e| hath R I N group leather internets with Ills, her group of indents ibmlif to RTN in Method fl). The Caw life Re it mil Teaching Network' (CB.TN) group teachers act is relay', ofthc host or head teacher a* well as tithef guest teachers * [430] and [411] in Fig 13 to prevent die latching materials to the-studems in his own locale.

While thr ceramimi cation network is based on intern cl, the connect ivit> Tor each itudem (o Ihc network may include DSL. cable modem, 11, saldiitc. wireless ur whatever means available at the geographic locale (if the student's) concerned, \ iiJi’u Conference Mnnilur

The key to n successful remote learning experience is the optional commumcniion devicr -All the remote parueipnting venues are equipped with communication devicefsh tor example, a wch camera, a headphvifte and ioud speakers etc to support Video Conference by connecting lo (he same mnut server through ihc Internet, [Fig Id. II. 12, and 13¾ joining the guided teaching and learning process.

The host im'heFs workiiaiiao luts die vole right to command the server l/u allow Other workstations to communicate with his workstation by sending test, graphic, pictures, Audi η or video signals using the enable submission but km on Fig 4 a arid 5u. such that he can provide guided teaching remotely. By clicking [722] [Talk Request or * [373| [falkl on Fig 4e and 5e. ihc enabled workstation is then able to submit irrpul including audio video signal·, to ihc server that processes and presents the same lo all workstations on WAN. When the com............ sty stem is triggered, the image of. tor example. a remote teacher or itndcnl will show up in the display panel in 372 on λ student screen similar to Fig. 5e ns illustrated in Fig 11. The host toucher will he able to trigger a panel showing alio the image oi the pcrsun enabled lo communicate with him by triggering a hidden panel on lit s lure teacher screen

Individual practice session

In addition lo classroom leaching, ihe students may he requested lo do homework assignment bv taking individual practice session lor re-enlorecment Jn jin individual practice session, by way of example as s [lustralerl in Fig. 7, each student is given questions related !u the teaching material5 arranged in the way an in a guided inching and learning sO'.sinn The students may access ihe question', in ;i computer liihoratofy tn school or :|J home b> connect 11¾ 10 die school server [ 14] in Fig. fi via the Internet.

As illustrated in Fii; ft. die scores ofihc -rttujctus ,nr recorded by the central server or processing unit | M | in Ftg.h. By tv ay οΓ example, the student receives ! store tor each correct answer. Tlie average score oJ uH the students in the class therefore Serves ji Lin indicator on him ftismliar the du'-. rs with (he teaching materials, Such pcrFormiinci: of" >ludcni in individual practice wtlf hi· used hj· ihe system rn assign student5 to involve * * if 5 in tu tonal session and assign level of difficulties ot the leading content as discussed rn the above leaching modes.

Adaptive teaching , In a preferred embodiment as illustrated in Fig S, in "Step [4G0J, Ihe school server 114] records ' key data including language preference and fee scores the students in individual praciice sessions. Tne school server [14] ihen suggests the level of difficulty to be adopted for the guided teaching session, the individual1 practice session and die lutonal session i which will bo further described below} in Fg, 9 step [402], according to a pre-detenrnned table matching the average score to the tevel of difficulty The teacher may re-adjust she level οΓ difficulty using (273] as shown in Fig 4a and (230] as shown in Rg 5a.

By way of example, in providing fiit-in-the-blank questions as illustrated in Rg 5b. the level of difficulty in providing filf-m-the-blank questions in a guided teaching session may be tor mu feted by increasing or reducing the number of answers provided in box [208] in Fig. 5b. The more answers available to the studenis for selection, the more words the students need to know of the meaning before they can gel at the right answer. As such, the fevet of difficulty increases with she number of answers for selection. The system can automatically generate the number of answers tor selection according to the average score of the studenis rn the individual practice session The teacher may further adjust the number of answers if necessary according to the response of lire students in class by using the puli down I is I Fig 5a [230] and Fig. 4a [273]. Thai way (he curreni invention enables students of different levels to team under the same root and progress at their own pace is fulfilled * 5

Tutorial session

Seme students may be required to lake extra tutorial session to be conducted by a more advanced student m thE class The advanced student may lake the rote of (he leacher to host a guided leaching session for his classmates using the present invention The sludems who need :o take !he extra tutorial session may be those who have skipped a guided teaching and teaming session or lhose who have scored tow in the individual practice session. In another preferred embodiment the central server or processing unit [14] may assign at lea si one student to conduct and a I least one student to lake the extra tutorial session according lo Hie attendance record of the student and Iheir score recorded in the individual practice session The teacher may preset a practice sr:ore and an attendance level to tie the benchmark for a student to be qualified to represent a teacher to host a tutorial session or to be required 10 take the tutorial session. The central server or processing unit [14] may match (he score of a sludeM in said siudenfs individual pracbce session and the attendance record to the benchmark score and attendance level or frequency Ip suggest lo the teacher the students who ere qualified to be a teacher in the tutorial session or who need to lake the tutorial session. In addition, toe system can automatically structure the appropriate teaching contenl based on (he participating student1 scores and behaviour 35 shown in his attendance record

Saving key data β ι IJ The cental server or procesKing unil []4J will save (he key data in the course of ! jhc guided teaching session, such as, tirr c.\ample, rhe altcnd.imx of each student in the ^ guided teaching session, the time required l^r the <itndciiis in correctly answer a question J m the guided learning session, the delft Euch :is language preference in the number of ^ limes the host teacher gives additional Woman on on the student display to guide the a H student to reach the Correct answer utid the number of wrong answers made hdort reaching the correct answer, Such data may he uned to review am! design buiicr leaching materials, such at, for example; the questions, answer*, noie and additional informal ion

Flo make teaching more cfTcciivc. ine system luti also save and store the performance of a student in each individual practice score in the llttbmfi profile Fig 2 [87¾}. where llic ^ student'* language used la also stored * 4 , j . 1 Ί paja^am strusuirf 5 The tut lowing daiabases are used as part of the method and system of the present ^ Invention 1 'ruble I Losihi Table

Table 1 FeiSfini S able

Each JcSion contains the le-tthirii; material* of the guided leaching system or the tutorial κ*.ΊΪοη. fur example, the question*, ihc answers for sdettton, the additional information in various styles and stimuli, such ns text, sound, voice, audio, graphics, pictures, photographs, animation, comic*, or Video Table 2 bofcb a list of the lx$son ID.

After the teacher has input the required information .md the lesson number in [big] the system will select the :deiinl Lesson ID from Hie Lessons Table anti load the corresponding teaching material·; to the teacher workstation [lQj, and the student display [Γ2Ι according to the level of difficulty At the teachtnu mode applicable, which are determined by the system autu maiit ally through analy*;:> of student performance and learning behavior. • * - t

Table 3 ,

Mode Table

ID.

Table 4

Levon It cm Table

Tabic 5 Phrase Table

26 , &amp;&amp;3i-PEA/Ch

_Tahle 5 contains phrases to be lisjed m i*>\ jl ί 2Aj tin teacher workstation fj^ in

T-'.g, 4at and ho* *1 12E)] cm student display [Ϊ3 in Fig, 4b as wet] a* example of application :110 reflected cm teacher workstation M in Tig 4x wInch are In he displayed one by one |i14R! on ibe prudent display j_2 in [Tig. -itj Tach example of application can be combined with the relevant idiomatic phrase. which is ihe lesson dent to be raughi, from Γΐ 12j on student display (T^ to form a meaningful statement |l26| Ihere is al.so a list of definitions to illustrate lit; meaning of ihe idiomatic phr&amp;scS Each phlaj«e l* loaded according Ιο lhe phrase fD

Table#

Yi«ii(iul*ry Tabic

* Table 6 contains the vocabulary, which may he Lite answers far selection in a duation The vocabulary is to be combined with the definition of vocabulary, extra language inimlaliQtn and the data from other tables such as the digital file etc. to form a comp It to question set. The audio recording of the pbuminc ialion of the vocabulary, its example o Title application, audio of diet sample of the application, and the answer of the example and extra language translation ire also included in this table.

Table 7

Digital Kile Table

Table 7 contains the ID fur identifying ihe digital file related to each quesiion. The digital file can be in the form si of video, image or sudifi The digital file combines the data from other tables, *uch as the Phrase and the vocabulary, which may be the answers for selection, to form a complete question 'Hus table also contains ihe type, the * V · ttftSI.PEA/Cfc retrieval path and the destfripfiuti of (he digital Hie. where type indicates the type of the digital file.

Table β Ouwn Ί aide

1 able coni π ms the information of each dap Mie system may retrieve the name of the class, subject lo be taught, the term, the school year and oilier information of each dais by the Class ID,

Table 9 Studrnl fable f

Tab le- o contain $ τ he in formaito n of the students. Fhc system may retrieve i he inihrmaiion of ihe student, such as, the name of class, the student personal ID number, the first name, middle name and lust name and the preferred eMrn language ol the student Ho the Student ID, The additional language lhut is u_stei in translating the main object of learning e,g. vocabulary and phrataj verb, of the sUideni display For select ion may be set according to the nationality or personal pro Hie of the studeni

Table I OS Indent Test Summary Lug Table fur tin ludhlduiil Practice Session

> l

4 1( i Ϊ 4 Ϊ . % I · . .

I <1 > - \ ' - *

M

Table 10 contains the students' test results in the Individual Practice Sessions 'Hie table contains the score, the number of correctly and wrongly answered questions, and the remarks of the ten The score will be referred U* in nominating the level of difficulty of questions for adaptive teaching. and in idecling the mu dents to participate in the Tutorial Session, fhe teacher rises the data m combi nation of his in Ills CA pel 1 cite c to dynamically re-adjust the level of difficulty of questions. The lest results may he rcirteved by die Student ID.

Table 11

Teacher Tabic * ,

Table 11 contains the information of I he teacher?. The sysiem may retrieve the information of the teachers, such as, the persona! 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 U 1 eachins Wole» Table

Table 12 contains the information of (he leaching note?. The system may retrieve the foment of the teaching notes, content type, level of difficulty, author, creation date and usage count by the NotclD Besides that, the system will base on the flag named IsShared" to denote the teacher note that can be retrieved for sharing. The Dale and IfetgcCoum keep track of the number of times the tcaching notes have been selected for leaching, and the leaching dole* bdOw a predetermined safletUon rale in a penod nf Limt; will be nuioniancatly deleted

Table L> (Ίηι Memo Fable

Fable 13 contains the information of thef class memo. The system may retrieve ihe ccmicn: of the ulass memo. iLs dale of creation! lesson and author by ClassMemnlD. In addition, the system will base nn the flag named "IsShated" to denote the elms memo thin can be retrieved for sharing

Tahir !4

Student Memo Table

Tabic 14 contains the information of the student memo which viD be used as student nnte The syrtem may retrieve the conieni of Ihe siudent memo, its *lait of creation, lesson and author by Student Mem olD In addition, the system will bise on the flag named "IsShsmT to dermic the student note thai tan he retrievable for shanng. 1 able 15

Mode Lev cl Table

14

. &amp;&amp;3i:PEA/CN

Table IS contains tbe Information of the jewel of difficulty of the teaching mode, rhe system may retrtave level of difficulty ol the teaching mode and Its related content by ModeLevelK1

Table 16

Hott Call Table

> ‘ 1

Table 16 contains information of student's attendance In guided learning process. The table contains

LessonlD, Student 10 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's workstation to input on the student’s behalf, the teacher will take a roll call and submit attendance record to be stored by the system.

Table IT

Student Test Summary Log Detail for the individual Practice Session

Table 17 contains the detailed information of the student's last test result recorded in the individual Practice Sessions. The table contains the SummaryLoglD. Question Start Time.

QuestionFimshAnswerTimeand AttemptN umber in this table. SufflmaryLoglD s used for identifying the user to whom the summary log belongs. QuestionStiirtTime and Quest lonFinishAnswerTime help compute the time needed for a student or a combined class to get to rhe right answer Attempt Number is used to record the total number of attempts prior to reaching the right answer and times the system needs to produce a right answer ai student's request. The system can base on the data stored in this table to evaluate the performance of the student.

Table IB Test

*

Table 13 contains the information of the practice or test Each record being stored in flits table represents a particular question of a practice or test This tabte contains TestlD, TestGuestion and RightAnswer. where the system will retrieve question from ihis table sod use mem in the individual Practice Sessions In here, the test is actually equal to part of the practice where practice is the simplified guided learning There ere also databases containing other information, tor example instructions to students, ihe examples from students to be used in quiz or test, itie common error made by ins students for leeching purposes and future reference, and lhe object of learning (e.g vocabulary and phrasal varfy In other languages, winch are used in the guided leaching session as described in the disclosed embodiments In addition lo be used in class leach mg. the present invention is also applicable in one-loo ne leaching and long-distance learning via the Internet The preseni invention is not limited to reaching m school, but is also applicable to training in various aspects

While the invention has been described in detail wi:h reference lo disclosed embodiments, various modifications within the scope of the invention wli be apparent to those of ordinary skill in this technological field St is to be appreciated that features described with respect to one embodiment lypically may be applied to other embodiments. 6 i 1 , # 2 3

Show and iak

In a preferred embodiment, as illustrated in Fig. 3a in step [301], a question set ]l 10] containing <i se) of question items and u number of answers * (112a] lur selection is displayed a l the leather workstation Fig 4a [10] The question set [110] is a dumber of question items bciny sentences each containing a phrasal verb and an appropriate preposition that cart form the meaning that makes sense in the sentence. Each sentence, when presen ted on a studeni's workstation (Fig. 4bT 4c and 4e) will only show the verb with a following blank [Ii6] Tor a student to insert an appropriate preposition, wherein the students are given a list of answers [i 12b] to select from. 4 5 6

Claims (7)

  1. « What is eiaimed is 1 A method for ensuring ability level enhancement 6y system-formulated extra independent tutorial practice, for a student or group of students nominated by the system, comprising the steps of: * obtaining dynamically individual scorns obtained by a plurality of students during one or more individual practice sessions; - setting benchmarks with the received practice scores, - comparing the individual scores obtained by a student or group of students with the pre-set benchmarks. } - nominating one or more students who have scored below the lower benchmark to lake at least one extra independent tutorial practice, - establishing initial average ability levels for the student or group of students based on the individual scores attained, * retrieving at feast one teaching mode with predetermined challenge level matching the average ability level of the student or group of students whereas the teaching mode is for the subject selected, - formulating one or more sets of adaptive multimedia data according to trie ability * levels of the one student or group of students nominated for taking at least one extra independent tutorial method for enhancing ability level by system-formulated extra independent ti/toriat practice -- presenting the sets of adaptive multimedia data in the teaching modes retrieved so that the one student or group of students nominated can take the extra independent tutcnal practice on different workstations to improve their scores
  2. 2, The method for enhancing ability level as set forth in claim 1 wherein the step of nominating further comprises nominating one or more students who score above a firs* benchmark with upper score set in the individual practice scores as buddy teacher.
  3. 3. The method tor enhancing ability level as set forth in claim 1, wherein the step of establishing comprises analysing (he individual precise scores and scoring behaviour of the students during one or more individual practices
  4. 4 The method for enhancing abilily level as set forth in claim 1. further comprising of analysing the attendance records of students during one or more computer aided leaching and learning sessions
  5. * 5 The method tor enhancing ability level as set forth in claim 4. further comprising nominating a student or group of students who have skipped one or more computer aided teaching and learning sessions to take an extra independent tutorial practice
  6. 6. The method for enhancing ability level as set forth in claim 5. hr her comprising processing adaptive multimedia content tor the extra independent tutorial practice, tor al leas! one student or group of sludents nominated to take it.
  7. 7. The method for enhancing ability lew! as set forth in claim 1, wherein ihe way the buddy teacher conducts the extra independent Imoral session is the way it was conducted by an original host teacher in a computer aided teaching and teaming session Θ. The method for enhancing ability level by creating system-aided extra independent tutorial sessions of claim 1 comprising the step of structunng adaptive teaching matenal dynamically for the student or groups of students nominated to join ex^a independent lutorial practice
AU2017216595A 2005-10-13 2017-08-18 Method for Ensuring Ability Improvement by a System-Formulated Extra Independent Tutorial Session Pending AU2017216595A1 (en)

Priority Applications (8)

Application Number Priority Date Filing Date Title
US72585905P true 2005-10-13 2005-10-13
US60/725,859 2005-10-13
US11/501,974 2006-08-10
US11/501,974 US20080050704A1 (en) 2006-08-10 2006-08-10 Computer-aided method for guided teaching of language
AU2006301793A AU2006301793B2 (en) 2005-10-13 2006-10-13 Computer-aided method and system for guided teaching and learning
PCT/CN2006/002700 WO2007041968A1 (en) 2005-10-13 2006-10-13 Computer-aided method and system for guided teaching and learning
AU2012227244A AU2012227244C1 (en) 2005-10-13 2012-09-21 Computer-Aided Adaptive Teaching and Learning Method and System
AU2017216595A AU2017216595A1 (en) 2005-10-13 2017-08-18 Method for Ensuring Ability Improvement by a System-Formulated Extra Independent Tutorial Session

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
AU2017216595A AU2017216595A1 (en) 2005-10-13 2017-08-18 Method for Ensuring Ability Improvement by a System-Formulated Extra Independent Tutorial Session
AU2019275676A AU2019275676A1 (en) 2005-10-13 2019-12-06 System-aided method to structure and formulate adaptive tutorial sessions as extra support for slower performers

Related Parent Applications (1)

Application Number Title Priority Date Filing Date
AU2012227244A Division AU2012227244C1 (en) 2005-10-13 2012-09-21 Computer-Aided Adaptive Teaching and Learning Method and System

Related Child Applications (1)

Application Number Title Priority Date Filing Date
AU2019275676A Division AU2019275676A1 (en) 2005-10-13 2019-12-06 System-aided method to structure and formulate adaptive tutorial sessions as extra support for slower performers

Publications (1)

Publication Number Publication Date
AU2017216595A1 true AU2017216595A1 (en) 2017-09-07

Family

ID=46981204

Family Applications (3)

Application Number Title Priority Date Filing Date
AU2012227244A Ceased AU2012227244C1 (en) 2005-10-13 2012-09-21 Computer-Aided Adaptive Teaching and Learning Method and System
AU2017216595A Pending AU2017216595A1 (en) 2005-10-13 2017-08-18 Method for Ensuring Ability Improvement by a System-Formulated Extra Independent Tutorial Session
AU2019275676A Pending AU2019275676A1 (en) 2005-10-13 2019-12-06 System-aided method to structure and formulate adaptive tutorial sessions as extra support for slower performers

Family Applications Before (1)

Application Number Title Priority Date Filing Date
AU2012227244A Ceased AU2012227244C1 (en) 2005-10-13 2012-09-21 Computer-Aided Adaptive Teaching and Learning Method and System

Family Applications After (1)

Application Number Title Priority Date Filing Date
AU2019275676A Pending AU2019275676A1 (en) 2005-10-13 2019-12-06 System-aided method to structure and formulate adaptive tutorial sessions as extra support for slower performers

Country Status (1)

Country Link
AU (3) AU2012227244C1 (en)

Family Cites Families (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US6398556B1 (en) * 1998-07-06 2002-06-04 Chi Fai Ho Inexpensive computer-aided learning methods and apparatus for learners
US20030152904A1 (en) * 2001-11-30 2003-08-14 Doty Thomas R. Network based educational system

Also Published As

Publication number Publication date
AU2019275676A1 (en) 2020-01-02
AU2012227244C1 (en) 2017-11-30
AU2012227244B2 (en) 2017-05-18
AU2012227244A1 (en) 2012-10-11

Similar Documents

Publication Publication Date Title
Lei et al. COLLEGE DISTANCE EDUCATION COURSES: EVALUATING BENEFITS AND COSTS FROM INSTITUTIONAL, FACULTY AND STUDENTS'PERSPECTIVES.
Curran et al. The role of medical education in the recruitment and retention of rural physicians
Pavlenko " I never knew I was a bilingual": Reimagining teacher identities in TESOL
Jung et al. Language planning in Korea: The new elementary English program
Way et al. Writing in the secondary foreign language classroom: The effects of prompts and tasks on novice learners of French
Stockwell Using mobile phones for vocabulary activities: Examining the effect of platform
Chan Readiness for learner autonomy: What do our learners tell us?
US7058354B2 (en) Learning activity platform and method for teaching a foreign language over a network
Armendariz et al. Using active responding to reduce disruptive behavior in a general education classroom
Boctor Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study
Yip et al. Online vocabulary games as a tool for teaching and learning English vocabulary
Faux et al. A comparison of using the Internet versus lectures to teach social work history
Roy et al. Coaching classroom instruction
White et al. Students' perceived value of video in a multimedia language course
Clark Evidence-based training methods: A guide for training professionals
Street et al. The flipped classroom improved medical student performance and satisfaction in a pre-clinical physiology course
Fisher Research into identifying effective learning environments
DeHaan Learning language through video games: A Theoretical Framework, an Evaluation of Game Genres and questions for Future Research
Silver et al. Priorities in English language education policy and classroom implementation
Barreira et al. MOW: Augmented Reality game to learn words in different languages: Case study: Learning English names of animals in elementary school
Marzano et al. Dimensions of learning
Shiri The homestay in intensive language study abroad: Social networks, language socialization, and developing intercultural competence
Reynolds et al. On-line video media for continuing professional development in dentistry
AU2006301793B2 (en) Computer-aided method and system for guided teaching and learning
Muirhead Practical strategies for teaching computer-mediated classes

Legal Events

Date Code Title Description
MK4 Application lapsed section 142(2)(d) - no continuation fee paid for the application
NA Applications received for extensions of time, section 223

Free format text: AN APPLICATION TO EXTEND THE TIME FROM 13 OCT 2018 TO 13 MAY 2018 IN WHICH TO PAY A CONTINUATION FEE HAS BEEN FILED

NB Applications allowed - extensions of time section 223(2)

Free format text: THE TIME IN WHICH TO PAY A CONTINUATION FEE HAS BEEN EXTENDED TO 13 MAY 2018

NB Applications allowed - extensions of time section 223(2)

Free format text: THE TIME IN WHICH TO GAIN ACCEPTANCE HAS BEEN EXTENDED TO 06 FEB 2020