建構模塊是指學生在某一學科中應掌握的基要知識。一旦學生能掌握這些建構模塊，當可憑此以建構新的知識。

Building blocks are the essential knowledge that students must acquire in a certain subject or discipline. Once the building blocks are firmly acquired, students are able to build new knowledge using this foundation.

這個策略聚合不同年級的學生，再按他們的能力分組，以施教恰當的課程。

It is a strategy that divides the students from different year levels into their ability groups for providing them with an appropriate curriculum.

把班中學生按能力分成多組。教師先向全班介紹要學習的核心概念，然後指導高能力的組別從已備好的網上材料學習，以騰出時間給低能力組別作個別指導。

Students in a class are divided into groups according to their ability. The teacher first introduces the core concepts to the whole class. He/She then instructs the high ability groups to learn from the prepared online materials in order to spare time for providing the low ability group with individualized instruction.

進行這個策略，教師須使用網址分享學生的網上工作及提供電子溝通的渠道，並依循傳統的小組合作學習策略的教學步驟在合適時使用網上資源。

It is a learning approach in which teachers use a website to share the students' work online and to provide electronic means of communication. They follow the teaching step of the conventional cooperative learning strategy and use the website whenever appropriate.

一個以電腦支援的協作學習平台，讓學生工作及互動，建構知識，也是作為照顧個別差異的一種方法。學生可在電腦上就其他同學的論點，抒發己見，集思廣益。

It is a computer-supported collaborative learning platform for students to work and interact together. It is one of the ways to cater for individual differences in the knowledge building process. Students improve their own knowledge through reading the computer notes of other students and build upon their ideas.

這個學習方法鼓勵不同專長的學生在學習群體中從不同方面取得成功的經驗，例如：學生可擔當教師或專家，協助朋輩，共同建構及發展學習。

It is a learning approach that encourages diverse expertise in the learning community in order that students can experience success in different ways, for example, they can act as teachers and experts to help peers work collaboratively in scaffolding each other's learning and development.

教師以行動研究的方式研究學與教。參加的教師按科目、年級分為小組。組內教師一起找出學生學習某些學習內容時不同的理解與及常遇到的困難，再根據有關變易的理論設計教學，幫助學生解決這些困難。然後由小組每一位教師輪流教授所設計的教學研究課。接著，教師會分析研究課和學生的學習成果，從而檢討研究課的成效。

Teachers study learning and teaching in the form of action research. The teachers involved are organized into small groups, together they identify the different understanding and the learning difficulties of students over particular learning contents. They then plan their lessons, based on the learning theory of variation, to address those difficulties. The research lesson is then taught by each member of the group in turn and is evaluated by analysing the enacted lessons and students’ learning outcomes.

把班中學生按能力分成多組。教師根據各組學生的能力範圍，提供不同的網上學習材料。

Students in a class are divided into groups according to their ability. The teacher assigns different online learning materials to different groups so as to match the ability level.

相互教學由Palincsar and Brown (1984)始創，原意是用來提高閱讀理解能力。這是一個結構嚴謹，並兼顧多種閱讀策略的協作學習模式，主要由教師或成年人作為閱讀的示範榜樣，帶領學生以小組形式運用閱讀策略進行閱讀和討論。當學生熟習這種教學模式後，教師會逐步給予學生（包括能力稍遜的學生）更大權力帶領整個討論。

Reciprocal Teaching is a highly structured form of collaborative learning, first developed by Palincsar and Brown (1984). It is a multiple-strategies intervention originally designed to promote reading comprehension, with teachers or adult models work closely with small groups of students in reading. Once the students are familiarized with the model, the teacher can modify it by empowering the students (including the low-achievers) to lead the whole discussion.

一個由Epstein（1989）建議的教學模式，強調課業、權責、認可、組合、評估及時間以提高學生的學習動機。

It is a learning model suggested by Epstein (1989). TARGET stands for Task, Authority, Recognition, Grouping, Evaluation, and Time which are key elements in motivating students to learn.