Required Resources & Technology

All tools and materials needed for this lesson, organized by category.

πŸ“š Learning Management System (LMS)

Access via Moodle, Blackboard, or your institution's LMS

Available on LMS:

  • Pre-class readings and videos
  • Pre-test and post-test quizzes
  • Discussion board for pre-class questions
  • Assignment submission portal for final essay

πŸ”§ Collaboration Tools

Google Jamboard

Purpose: Jigsaw group collaborative boards

Access: jamboard.google.com

  1. Create new Jam or use shared class link
  2. One slide per expert group (A-E)
  3. Use sticky notes for key points
  4. Collaborate in real-time
  5. Include: Key Points, Example, Question

Miro

Purpose: Collaborative concept mapping

Access: miro.com

  1. Use shared class board link
  2. Add sticky notes for concepts
  3. Draw connections between ideas
  4. Color-code by context (Blue=local, Green=international)

Padlet

Purpose: Digital sticky notes and peer insights

Access: padlet.com

  1. Access via class link
  2. Double-click to add notes
  3. Label with "Aha!" or "I wonder"
  4. Post group insights for synthesis

Mentimeter

Purpose: Real-time polling and voting

Access: menti.com

  1. Go to menti.com
  2. Enter code displayed by instructor
  3. Vote on case study recommendations
  4. View results in real-time

πŸŽ₯ Multimedia Resources

Pre-Class Video

Title: "What is Teacher Professionalism? A Global Snapshot"

Duration: 5 minutes

Access: LMS or YouTube (search "OECD teaching status" or use instructor-made video)

Hook Images

Image A: Teacher in highly regulated system (e.g., Korea)

Image B: Teacher in deregulated system (e.g., charter school)

Purpose: Visual comparison to spark initial discussion

πŸ“– Required Readings

Primary Texts

  • Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School – Chapter 1
  • Article: "Teacher Professionalism in Finland and the United States" (University library or open access)

Supplementary Readings (Optional)

  • Hong Kong Education Bureau: Code of Practice for Teachers
  • Singapore Teachers' Code of Ethics
  • OECD TALIS Report: Teaching and Learning International Survey
  • Tatto, M. T. (2019). The Teaching Profession in a Global Era (for advanced learners)

🌈 Differentiation & Inclusivity

Multiple Entry Points

  • Visual learners: Jamboard, concept map images, slides
  • Kinesthetic learners: Gallery walk (physical movement), hands-on mapping
  • Auditory learners: Pair discussions, whole-class debrief, peer teaching

Language Support

Glossary of Key Terms (English and Chinese where needed):

  • Professional Capital: 專ζ₯­θ³‡ζœ¬ - The combination of human, social, and decisional capital
  • Accountability: ε•θ²¬εˆΆ - Being answerable for professional decisions and outcomes
  • Autonomy: θ‡ͺ主權 - Professional freedom to make pedagogical decisions
  • Ethics: 道德標準 - Moral principles guiding professional conduct

Sentence Starters for Case Study:

  • "From a [context] perspective, the principal's expectation may be justified because..."
  • "However, considering [another context], Ms. Lam's concern about..."
  • "A balanced approach would involve..."

Advanced Learners

  • Extended reading: Tatto, M. T. (2019) – The Teaching Profession in a Global Era
  • Lead the concept map synthesis activity
  • Act as "critical friend" during gallery walk
  • Research and present on an additional country's professionalism framework

Accessibility

  • Captioned video: All videos include closed captions
  • Large-print handouts: Available upon request
  • Screen-reader compatible: All digital materials are accessible
  • Flexible grouping: Instructor assigns groups to ensure balanced participation

πŸŽ“ Teaching Notes & Tips

Success Indicators (Social Constructivism)

  • High engagement in pair/group talk (>80% of students contribute)
  • Jamboard shows evidence of multiple perspectives and negotiated meaning (not just cut-and-paste)
  • Post-test shows increase in nuanced understanding
  • Students reference peers' ideas in their reflections

Modification Strategies

  • If groups dominated by few voices: Introduce rotating roles (facilitator, recorder, reporter) in next lesson
  • If case study discussion shallow: Add a short video interview with a teacher in a similar dilemma
  • For larger classes: Use online breakout rooms more systematically with timed tasks
  • If time runs short: Move gallery walk to asynchronous (view Jamboards online, post sticky notes digitally)