AU2021282475A1

AU2021282475A1 - System-aided method to structure and formulate adaptive tutorial sessions

Info

Publication number: AU2021282475A1
Application number: AU2021282475A
Authority: AU
Inventors: Kitty Kit King Hau
Original assignee: Hau Kitty Kit King Ms
Current assignee: Hau Kitty Kit King Ms
Priority date: 2005-10-13
Filing date: 2021-12-08
Publication date: 2022-01-06
Also published as: AU2012227244B2; AU2019275676A1; AU2012227244A1; AU2012227244C1; AU2017216595A1

Abstract

The present invention relates to a method to keep teachers informed of students' performance and learning behaviour and be involved in the process of offering in time 5 extra support to slower performers to take Tutorial Sessions structured and formatted by the system to meet the slower performers' ability levels and learning needs. 1/23 -Principal -- CCE ' Go tO Admin PASSWORD FORGET SECRET QUESTION? ID SUCCESS TO ANSWER THE QUESTIONS FORGEPWTO USER PROMPTTO USER Figure 1

Description

1/23

-Principal -- CCE ' Go tO Admin

PASSWORD ID FORGET SECRET QUESTION? SUCCESS TO ANSWER THE QUESTIONS FORGEPWTO USER PROMPTTO USER

Figure 1

SYSTEM-AIDED METHOD TO STRUCTURE AND FORMULATE ADAPTIVE TUTORIAL SESSIONS AS EXTRA SUPPORT FOR SLOWER PERFORMERS

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 of the students 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 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 draw backs 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 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 leading 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 modem 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

Learning to allow students to learn together and progress at in dividual pace without affecting his peers very 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 difference 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 fall 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 content 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 solution for educators and trainers in times of technical problems such as bad weather, war or wide spread epidemics etc. or where expertise is about a particular subject matter cannot be made available simultaneously at different classrooms located apart. Therefore, the system should cater for different implantation 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 education problems by incorporating scientific education management methodologies into teaching and learning.

Summary of the Invention An advantage of the present disclosure may include providing a system-aided adaptive teaching and learning method for enabling the host teacher and remote teachers to teach in-class or remote students 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 system-aided adaptive teaching and learning method for a student or a group of students using teaching modes for displaying adaptive multimedia data to implement a teaching and learning process, comprising the steps of: logging in the student or group of students attending one or more adaptive teaching and learning sessions; receiving a selection of a subject to be taught , wherein the subject is taught with preloaded multimedia data in the form of a plurality of question sets presentable in at least one of a plurality of multimedia formats, wherein each question set of said plurality of question sets is comprised of at least: a question; a list of possible answers to the question; a first data set including feedback related to the list of possible answers, wherein the first data set also includes a feedback prompt that can be triggered by a possible answer to indicate whether such answer is correct or not and that can direct a student to continue looking for the correct answer, and wherein the first data set is preloaded in a database for assisting the student or group of students to use different multimedia stimulus to make the plurality of question sets understood by the student; obtaining dynamically one or more individual scores of the students or group of students during one or more individual practice sessions; establishing an initial average ability level for the student or group of students based on the score during the one or more individual practice sessions; matching the initial average ability level with a challenge level predetermined for a plurality of teaching modes; retrieving at least one or more styles of the plurality of teaching modes, wherein the at least one of the plurality of teaching modes matches the initial average ability level; formulating one or more sets of adaptive multimedia data according to the initial average ability level of the student or group of students and the selected subject to be taught; and presenting the one or more sets of adaptive multimedia data on one or more terminals for the student or group of students using the one or more styles of the plurality of teaching modes to conduct one or more interactive adaptive teaching and learning processes. In accordance with an embodiment of the present disclosure, there is provided a computer aided method for guided teaching and learning, using vocabulary as an example of subject matter. There may be at least two methods of implementation: Implementation Method (1) for at least one host teacher to teach a student or a group of students 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 or more remote or guest teachers to teach a student or a 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 may comprise the steps of: In Implementation Method (1): (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 or submitted by a student on his own workstation; (d) sharing the answer submitted at at least one workstation; (e) determining by the system whether said answer is correct; (f) presenting a feedback to the answer at at least one 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 workstation; (i) receiving input from said teacher to trigger further information related to the question on at least one workstation;

U) presenting information sequentially and structurally using at least one of a plurality of styles and stimuli corresponding to the input from the teacher's or student's workstation with input device; 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 least one workstation; (c) allowing all the teacher(s) and student(s)located apart to communicate interactively using an optional communication network (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 U) 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's or student's workstation with input device The present disclosure may provide 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 styles of 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

5a wrong answer because the teacher, with the aid of the system, can guide the student to reach the correct afterwards.

The invention disclosed is a Divisional Application of A Computer-Aided Adaptive Teaching and Learning Method and System, involving a system aided method to reinforce the effectiveness of said (ATL) on each student or group of students. The object is to enable the teacher to offer extra support as 'remedial action' to students who have taken one or more ATL session(s) to learn but are identified to be weaker in performance in a group.

The students are required to take individual practice session(s) for re-enforcement after learning. The test scores attained in a student's practice and his attendance records in ATL are both stored as part of key data stored in his student profiles. The scores achieved serve as indicator as to how familiar the class is with the teaching materials and the attendance records show whether a student has skipped classes.

With benchmark scores and attendance levels preset by the teacher, the system is able to identify the students' performance and learning behavior and nominate the comparatively advanced students and weaker performers in the group dynamically to join one or more Extra Tutorial Sessions (ETS). In addition, the system suggests an ability level dynamically by analyzing the key data of the students' in his individual practices for formulating adaptively the difficulty level(s) of the content to be structured for implementing ETS(s) for the students assigned to take it. The advantages of this invention disclosed are obvious. It enables busy teachers to offer in time extra help to students unable to perform up to the teacher's preset standards i.e. the benchmarks; to get involved in the nomination process of buddy teacher and students to join the ETS; to use this invention to take the cumbersome process of preparing appropriate content that can meet the slower performers' learning needs, and finally, to offer tutorial sessions that is a guided teaching session(s) conducted by a buddy teacher to play the role of a teacher without the need of being trained to be teacher as the system can enable a replacement teacher or a student to conduct the process of guided teaching and learning session easily.

5b

In one embodiment of the present invention, after the system presenting a question at least one workstation, the host teacher may trigger additional information related to the question on said student workstation interactively, sequentially and structurally to implement a'computer-aided adaptive teaching and learning method comprising at least one of 'show and ask', 'show more and prompt', 'show and challenge' and 'show and instruct 'steps, as well as a control to appraise the effectiveness of the method by structurally preparing content to implement Extra Tutorial Session.

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 displayed to the student for teaching to end the educated guessing process;

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 on his own workstation;

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 on his own workstation;

In another embodiment of the present invention, the system determining whether an answer submitted is right or wrong;

5c

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; object; 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;

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 (re: the system formulates the levels of difficulty of the teaching content that the system is able to structure according to the student's learning needs) 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 forthe teacher to structure and re-structure 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 centre 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 translating 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 more apparent upon consideration of the following detailed description of the preferred embodiments, taken in conjunction with the accompanying drawing figures, wherein: Fig 1 is a flowchart illustrating the log-in process 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; 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 teachers 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; Fig 13 is a user interface of a panel of 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.

8a

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 Fii.13 1450] at 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 thelesson 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

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 made 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 [3021, a question set [1101 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 [I12b] to select from.

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 [114b] selected by the teacher and the list of answers [112b) 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 teachers) Fig. 13 [423] , the host teacher can use the enable submission 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)[411] 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 1k revues 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 directl whenever the host teacher allows his center to do so using also said lnbe submissio 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 [114b]. 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.

By way of example, the information [120] are the definitions of the phrasal verbs given in the list of answers [I12b] 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

[101. The teacher may click Sho 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 syllable 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 [] 2a] 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] in the form of hints allows the students to make an educated selection to either ubmi 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 prompt '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 [121 Fig. 4c and 4e. The host teacher may also create his own teaching note [128] in class in box

[1291 and show the teaching note 1128] 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

12a 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 [I14a]. The host teacher, or host teacher may enter the sentences [1441 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 ubmi 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 [1441 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 [1281 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.

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

[141 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 av button [142]. He may also instruct the system to allow sharing of the instructions with other teachers by clicking harbutton [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 further information in the form of hints 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 hint triggered by the first answer entered is presented on the student screen Fig. 5b and Fig. Se [220] to enable a student to make the right choice. He may further click 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

14a 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 click button "Edit base nott "[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 [2581 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 har 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 [161, 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 [201 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 Se 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 WANusingthe concept ofCascade 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 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 studentlearning 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

[4301 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 students) concerned. Video Conference Monitor The key to a successful remote learning experience is the optional 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 andlearning 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 unable submissio button on Fig. 4a and 5a, such that he can provide guided teaching remotely. By clicking [722] alk Requesor

[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 guided teaching and learning session. The students may access the questions in a company 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] on 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 therefor 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 in tutorial session and formulate level of difficulties of the teaching content as discussed the above teaching modes.

17a

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 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. b. 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. a [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 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 in the form of question sets based on the participating student'scores and behavior as shown in his attendance record.

Saving Key Data

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.

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.

18a

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) WorkstationlD 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. Ifthe 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

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 L Ithe system will select the relevant Lesson ID from the Lessons Table and load the corresponding teaching materials to the teacher workstation 0, and the student display U 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.

Table4 LessonItem Table Name Description LessonltemlD Unique ID for lesson Item LessonID 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 10, and the student display F 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

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 boxl2 on teacher workstation 0 in Fi 4 and box 112 on student disp I in ig. 4 as well as examples of application 110 eflected on teacher workstationI in|ig4l which are to be displayed one by one

[14B on the student display 12 in ig4 .Each example of application can be combined with the relevant idiomatic phrase, which is the lesson item to be taught, from1 on student display 1A 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 VocablD 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. Thedigital 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 retrieval path and the description of the digital file, where type indicates the type of the digital file.

Table 8 Classes Table Name Description ClasslD 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 PersonallD Personal ID for student FirstName First name of student MiddleName Middle name of student LastName Last name of student ExtraLanauage The type of the 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 is 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 1OStudent 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 the Test Summary Log

Correct Number of correctly answered questions in a test

Wrong Number of wrongly answered questions in a test

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.

22a

Table 11 Teacher Table Name Description TeacherID Unique ID for teacher PersonallD Personal ID for teacher FirstName First name ofteacher MiddleName Middle name ofteacher LastName Last name ofteacher EmploymentDate Date ofemployment

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 ofthe 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 ofthe teaching notes NoteLevel 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 NotelD. 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 teaching, and the teaching notes below a predetermined selection rate in a period of time will be automatically deleted.

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 LessoniD Unique ID of the Lesson TeacherlD 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 LessonID Unique ID of the Lesson StudentID 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 StudentMemoID. 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

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 ModeLevellD.

Table 16 Roll Call Table Name Description LessoniD Unique ID for Lesson StudentlD 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's 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.

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 SummaryLoglD 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 Total AttemptNumber Number of attempts prior to reaching the right answer IsSeekHelpCount A flag to label the right answer produced by the system upont student's request

Table 17 contains the detailed information about the student's test result recorded in the Individual Practice Session. The table contains the SummaryLoglD, 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.

Table 18

Test

Name Description TestID Unique ID for the Test TestQuestion Question of the Test RiqhtAnswer 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 TestD, TestQuestion and RightAnswer, where the system will retrieve question from this table and use them 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 are also databases containing other information, for example, instructions to students, the examples from students to be used in quiz or test, the common error made by the students for teaching purposes 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.

Claims

1. A system that uses data about the knowledge of the users and about the content and the content itself being created in teaching to formulate and display multimedia data in at least one style of a plurality of teaching modes each with a predetermined level of difficulty to accelerate an Adaptive Guided Teaching and Learning (AGTL) method for a student or group(s) of student, wherein the system includes at least: database in one or more servers for storing and processing said data including said content created in AGTL, whereas said data includes one or more of: pre-loaded teaching materials for the AGTL, including additional content created during the AGTL; user knowledge and content knowledge for said content created in teaching during the AGTL; and said at least one server's processor is configured to analyse key data of said student or group(s) of student to formulate adaptive multimedia data for display in said at least one style of a plurality of teaching modes matching the ability level(s) and learning needs of said student or group(s) of students, wherein the content adaptively created includes further information also known as extra materials submitted in teaching by a teacher or a student to make the student or group of students understand the content easily.

2. A system as claimed in claim 1, wherein the system is configured to present adaptive multimedia content derived from the at least one style of teaching modes for the purpose of teaching one or more subjects in another style of teaching mode.

3. A system as claimed in any one of the preceding claims, wherein at least one server is configured to use the multimedia content created during AGTL for sharing as common errors, test or for quiz in another plurality of styles of teaching modes.

4. A system as claimed in any one of the preceding claims, wherein the one or more workstations (also known as terminals) includes a single terminal for the student, a single terminal for the group of students, a single terminal for one or more teachers, multiple terminals for one or more teachers, or multiple terminals wherein each of the students or the group of students has access to one of said terminals, wherein, the student or group of students is either sharing a terminal controlled by at least one teacher or using the student's own individual terminal with an input device to join the AGTL.

5. A system as claimed in any one of the preceding claims wherein the processor is further configured to trigger an optional communication network to support interactive discussions between terminals remotely during the AGTL.

6. A system as claimed in any one of the preceding claims, wherein the processor is further configured to process and formulate content for providing the student or group of students with individual practice sessions.

7. A system as claimed in any one of the preceding claims, wherein the processor is further configured to process and structure appropriate content for providing the student or group of students who are the slower performers identified by the system with extra tutorial sessions.

8. A system as claimed in any one of the preceding claims, wherein the at least one database is further configured to record systematically content for sharing.

9. A system as claimed in any one of the preceding claims, wherein the processor is configured to process the steps of maintaining data for the content wherein the steps include at least one of determining level of difficulty (also known as challenge level) of the content created; allotting a usage counter for recording usage frequency of the content, and/or authorizing of sharing right to share the content.

10. A system as claimed in any one of the preceding claims, wherein the processor is further configured to determine whether to delete a content by analysing a usage frequency of the content.

11. A system as claimed in any one of the preceding claims, wherein the adaptive guided teaching and learning (AGTL) method includes at least one or more of the following steps: presenting at least one question set; enabling at least the student or the group of students to answer the question of a question set by selecting an answer from the list of possible answers, wherein the possible answers include at least one correct answer and incorrect answers; providing the additional information or further information relational to each of the correct and incorrect answers to the student or the group of students to help the student or groups of students to understand the content easily; challenging at least the student or the group of students to answer the question of said at least one question set at a different level of difficulty, and enabling at least the one or more teachers to provide instructions to the student or the group of students to create and submit their own content.

12. A system as claimed in any one of the preceding claims, wherein the processor is configured to enable the terminal or multiple terminals to submit content presentable in different multimedia stimuli for sharing.

13. A system as claimed in any one of the preceding claims, wherein the processor is further configured to formulate adaptive content according to the data about user knowledge stored in a system, wherein the user knowledge includes at least one of: attendance records of AGTL; key data achieved in said student or group of students' individual practice(s); the score and scoring behaviour achieved in said student or group of students' in individual practice(s); average ability level of the students attending the AGTL, and/or preferred languages of the users of translation of the students.

14. A system as claimed in any one of the preceding claims, wherein the content is presentable in multimedia stimuli including at least one of: text, sound, voice, audio, graphics, pictures, photographs, animation, comics, video or in the form of an object to be presented in different teaching modes.

15. A system as claimed in any one of the preceding claims, wherein the processor is configured to select at least one of the said preferred language(s) of translation of the users for translating part of the created content adaptively into at least one preferred language as extra material for the student or group(s) of student.

16. A system as claimed in any one of the preceding claims, wherein the terminal or multiple terminals for the student or the group of students respectively, further enables the student or the group of students to input note for sharing when a teaching note is provided to the student or the group of students.

17. A system as claimed in claim 1, wherein the processor is configured to dynamically create data about the content as the said content is created in teaching.

18. A system as claimed in any one of the preceding claims, wherein the processor is configured to determine whether a created content shall be made accessible for sharing by certain users who are the authorized of AGTL by analysing the content knowledge and the user knowledge stored in a user profile.

19. A system as claimed in any one of the preceding claims, wherein the processor is configured to enable the one or more teachers using the terminal or multiple terminals to control submission of the created content from one or more workstations connected to join AGTL.

20. A system as claimed in any one of the preceding claims, wherein the processor is configured to determine the ability level and learning needs of the student or the group(s) of student by analysing key data about the user knowledge recorded in the user's profile.

21. A system as claimed in any one of the preceding claims, wherein the content is stored systematically to enable easy selection according to the level of the content by users.

22. A system as claimed in any one of the preceding claims, wherein each of the plurality of styles of teaching mode is configured to display a set of adaptively formulated content, including additional information and further information wherein each set of formulated content is displayed in a teaching mode with a pre-determined difficulty level.

23. A system as claimed in claim 22, wherein the processor is configured to change dynamically the difficulty level of the at least one of the plurality of styles of teaching mode by enabling adjusting the difficulty level of the said teaching mode used for displaying multimedia content

24. A system as claimed in any one of the preceding claims, wherein the processor is configured to change the amount of content displayed in teaching by adjusting the difficulty level of said teaching mode used for displaying multimedia content in AGTL lesson.

25. A system as claimed in any one of the preceding claims, wherein the difficulty level of the content presented in AGTL can be adjusted by a teacher or by a student in individual practice that can be processed using the same way of processing AGTL.

26. A system as claimed in any one of the preceding claims, wherein the system further includes a host teacher's terminal, wherein the said host teacher's terminal controls submission of content from the terminal or multiple terminals for the student or the group of students, and each of the terminal or multiple terminals is either controlled by the student or group of students who is either sharing a terminal controlled by at least one teacher or using the student's own individual terminal with an input device to join the AGTL.

27. A system as claimed in any one of the preceding claims, wherein the processor is further configured to enable one of the host teacher's terminal to control an audio system of the terminals connected to the host teacher's teaching network to join AGTL.

28. A system as claimed in any one of the preceding claims, wherein the content is accessible on local area network (LAN), wide area network (WLAN) or cascade remote teaching network (CRTN).

29. A system as claimed in any one of the preceding claims, wherein at least one teacher's terminal is configured to command the system to display the correct answer to a question at their discretion.

30. A method that uses the system as claimed in any one of the preceding claims to accelerate an Adaptive Guided Teaching and Learning (AGTL) for a student or group(s) of students, at least including the steps of: storing at least content including data created during AGTL, whereas said data includes at least one or more of: pre-loaded content for the AGTL, including additional content created in teaching; user knowledge including at least one of: attendance records of the teachers or students in joining AGTL lessons; key data recorded from the student's individual practices and tests; and/or individual practice scores and test scores in each lesson; and/or content knowledge including content shared for teaching or created in teaching during the AGTL; and analysing key data of the student or groups of student attained in individual practice to formulate adaptively multimedia data for display in at least one of a plurality of styles of teaching mode matching the ability level(s) and learning needs of said student or group(s) of students, wherein the said multimedia data further includes additional content, also known as extra materials, in at least one of the student's preferred extra language of translation stored in a user profile, submitted in teaching by a teacher or a student.