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Redefining classroom instruction – Need of the hour

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KNOW Homoeopathy Journal Vol–2 & Issue-2, 18 October 2022, Published at https://www.knowhomoeopathyjournal.com/2022/10/volume-2-issue-2.html, Pages: 38 to 42, Title: Redefining classroom instruction – Need of the hour , Authored By: Dr. Shilpi Rastogi (B.H.M.S., M.D., Professor & HOD, Department of Anatomy, Yenepoya Homoeopathic Medical College & Hospital, Yenepoya Deemed to be University, Mangalore, Karnataka, India) & Co-Authored By: Dr. Riswana A (B.H.M.S., M.D., Assistant Professor & HOD, Department of Anatomy, Yenepoya Homoeopathic Medical College & Hospital, Yenepoya Deemed to be University, Mangalore, Karnataka, India)

Title: Redefining classroom instruction – Need of the hour

Authored By:- Dr. Shilpi Rastogi[1] & Co-Authored by: Dr. Riswana A[2]

[1] B.H.M.S., M.D, Professor & HOD, Dept. of Anatomy, Yenepoya Homoeopathic Medical College & Hospital, Yenepoya Deemed to be University, Mangalore, Karnataka, India

[2] B.H.M.S., M.D, Assistant Professor, Dept. of Organon of Medicine with Homoeopathic Philosophy, Yenepoya Homoeopathic Medical College & Hospital,  Yenepoya Deemed to be University, Mangalore, Karnataka, India



Received: 28/05/2022    Accepted: 24/08/2022     Published: 18/10/2022

© 2022 KNOW Homoeopathy Journal https://www.knowhomoeopathyjournal.com/p/copyright-policy.html

How to cite this article:

Rastogi S, A. R, Redefining classroom instruction – Need of the hour. KNOW Homoeopathy Journal, 2022; 2(2):38-42, available at https://www.knowhomoeopathyjournal.com/2022/10/redefining-classroom-instruction-need-of-hour.html


ABSTRACT    

The virtual classroom concept came as a great challenge for academics nowadays. During the pandemic time, all over the world facilitators were suddenly forced to change the usual way of academic functioning and largely depend on digital modes. But like classroom teaching, being interactive is also needed. All good teachers have a plan in mind, when they deliver a teaching session. Here comes the role of “redefining” - an objective based design should be generated which should cater to our requirement, feasibility, relevance and result oriented classroom teaching.



Keywords: Virtual classroom, Objective based design, Set induction, Stimulus variation, Summarization

INTRODUCTION

An objective based design is essential for directing goal-oriented teaching – what students need to learn, how it will be taught and how learning will be measured.

Virtual classroom education could be improved by making the session more interactive, showing medical procedures in real situations, giving concise information’s and providing virtual tools to mimic the real situation.

Here the authors are trying to explain hands –on experiential learning using digital technology which will provide good time for interaction and classroom teaching experience for teachers, which will bring out the best in students.


REDEFINING CLASSROOM INSTRUCTION

The area of teaching learning is always in process of change as this is required to meet up the changing culture in field of Academics.

The whole definition of lecture design has been change by the incorporation of virtual classroom education. Engaging and involving the learners in the content is the biggest challenge of the teacher’s all across. The change in scenario calls for a change in action plan, that is – design for delivering a lecture.[1] Here comes the role of redefining, what is already defined means the classroom instruction. For saying so, an objective based design should be generated which should cater to our requirement, feasibility, relevance and result oriented classroom teaching.

Planning a correct design, is the first stepping stone for any given task [2] The structure plan of delivering the content of one’s lecture helps to channelize the information in correct order to reach to the recipient. This step wise content delivery will also ensures the sequence of the information, and it helps to include everything, we wish to deliver without missing out any of the points.

In a routine class of diadetic lecture of 45 minutes, a facilitator will usually try to incorporate different methodologies for delivering their lecture rather the effort of the Teacher goes in incorporating or blending different aspect of conventional teaching with new mode of teaching in online mode. The intention behind is to blend new classroom instruction, to get maximum outcome. (3, 4)

For the same reference, wish to quote the design of one of classroom teaching followed or practiced routinely in our institute.

It is always been quoted –“Good beginning is the half job done”

Introduction [1,3] of the lecture is main area to make the students get along with the facilitator, as it is beginning of the journey for next 45 minutes.

After introduction, Set induction[3,4] can be planned for the same – which says that before introducing a topic to the students, certain methods to be adopted to grab their attention or to make them inquisitive about the forthcoming information, which will help to enhance their engagement during the class. It could be any recent research of that topic, any news flash related to the topic, any non subject information of the topic, relevance of the topic with present scenario; it could be in form of a small video clip, a gif, a link, or a research question. This method helps to gather learners on the same plane as of the information provider.

After introduction of the topic, the main content of class should be delivered in a classified design by dividing the content as per context. (1) At first the basic information of the topic – as definition, meaning, features are to be delivered. It is always good to mention the planned time allotment to deliver first part of content and to decide a tool beforehand to convey the specified matter. The second part of the content will include major part of information to be delivered, means the main descriptive content of a lecture. The tool and the time allotment for this section also, should be planned as well. The third part of content delivery should include summarization of the lecture as this will affirm the information delivered. This should also include take home message from the lecture. The tool and time allotment, for the section of summarizing, also to be decided prior for better framing and dissemination of content.

During the process of content delivery, it is really important to add certain mechanism in form of certain tools, to keep the learners engaged and involve, otherwise we will lose their mental involvement in the class. For the same, it is better to introduce a stimulus or a stimulus variation in between of the content delivery. [3,4]  That stimulus should be in form of a tool which can involve the learners in the process of absorbing the content. It could be a related video, an online voting tool, a small MCQ based quiz, a fun information about topic, a jam board, a gif,  a crossword or jumbled word puzzle, etc. the only aim  of all this is to keep our learners engaged in the process.

All these exercise or toll taking job will help us to achieve the desired outcome. It will also help us to clearly learn through reflection of our own teaching plan, which will help to grow further for every next lecture we plan for.

Finally, we wish to convey that “Who dares to TEACH, must never cease to LEARN”.


RESULTS

From setting the objective or the learning outcomes for a class to the teaching learning methodology used is a complete process for reinventing the didactic lecture, to gain the desired outcome.


DISCUSSION

Planning and structuring the classroom teaching will help to reduce the variation in between different faculties hence creating a uniformity


CONCLUSION

Creating pre designed plan, pre designed teaching learning methodologies, redefining classroom instruction with inculcating concept of integrated, innovative and interactive learning are the need of the hour to make the process of learning effective.

Refurbishing the role and task of facilitators in implementing medical education will help our science to reach and propagate to masses. 


ACKNOWLEDGEMENT- Dean and Associate Dean of Yenepoya Homoeopathic Medical College & Hospital , for their constant support & guidance.


FINANCIAL SUPPORT – Nil


CONFLICTS OF INTREST - Nil


REFERENCES

1.      Richardson, J.C., & Swan. K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks 7(1), 68-88

2.      Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA Center. Retrieved from https://www.ideaedu.org/idea_papers/integrated-course-design/

3.      Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey Bass.

4.      EDUCAUSE (2005). Potential Learning Activities. Retrieved April 7 2017, from EDUCAUSE website: https://net.educause.edu/ir/library/pdf/NLI0547B.pdf.


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