English Version
Abstract
In this paper we share the experience of an interactive method of teaching that involves every student in the learning process in the classroom. We describe an interactive class conducted over a two year period for premedical students. The process involved three stages namely a study session, a test-yourself session and a review session. Through student feedback we have found that 96% of the students approved the method and found it highly useful. The method has been found to have advantages like uniform reach of content, opportunities for group learning, and involvement of visual aids as teaching-learning method and enhances interest among teachers and learners. By creating a lively learning environment in the classroom, student involvement in the educational process is increased. By increasing students’ involvement, academic performance is improved. In addition, by actively involving the students in the educational process, students may recognize and accept their responsibility for lifelong learning and continued professional development (Cross 1987).
In this paper we share the experience of an interactive method of teaching that involves every student in the learning process in the classroom. We describe an interactive class conducted over a two year period for premedical students. The process involved three stages namely a study session, a test-yourself session and a review session. Through student feedback we have found that 96% of the students approved the method and found it highly useful. The method has been found to have advantages like uniform reach of content, opportunities for group learning, and involvement of visual aids as teaching-learning method and enhances interest among teachers and learners. By creating a lively learning environment in the classroom, student involvement in the educational process is increased. By increasing students’ involvement, academic performance is improved. In addition, by actively involving the students in the educational process, students may recognize and accept their responsibility for lifelong learning and continued professional development (Cross 1987).
Making classes interactive involves giving all students something to do during the session such as answering a question, interpreting a graph, or solving a problem. This is most effective when such activities are done regularly throughout the term. Making classes interactive is a major challenge for educators today. Lecturing, on the other hand, is a time honored teaching technique that is an efficient method for presenting information but may result in students who listen passively. Including short activities during a lecture can foster active engagement and enhance the value of the lecture segments. Students today want to move past passive learning and listening to proactive learning; they are now open to new learning methods such as cooperative learning and group testing (Hicks, 2007) and educators need to find better ways of engaging students in the learning process. Teaching to different learning styles and multiple senses can help revitalize classroom presentations that have become routine through repetitions (Nilson, 1998).
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