The content development for any class curriculum comes with a great deal of responsibility. When the curriculum is taken out of its usual bounds and expanding it to fit into a higher domain of digitized classroom teaching and changing the phenomenon altogether, the responsibility and the level of precision and efficiency goes higher. We, at Digiclass do not take this lightly and hence work coherently to ensure that the end product not only satisfies the standard of knowledge a student deserves but also complies with the satisfaction of the teacher taking the course. Digiclass has been constructed on four fundamental pillars of classroom teaching:
The human mind understands concepts and ideas better when it can form a more perceivable notion about them and for them; the ultimate approval of existence is being able to see them visually. When we take the example of students in class, those who are able to visualize the facts and knowledge being provided by the teacher and imagine the concept visually always have a better understanding of it than those who don’t. It could be anything like the revolution of earth around the sun or the process of photosynthesis, the understanding is clear as day when the student is able to visualize.
Critical Thinking Process
Digiclass does not limit its curriculum to just basic facts and figures but also gives students a broader look at the topic by giving applications and examples relatable to real life instances. This forces them to think and question the sanctity of what is being taught, hence, bringing about a holistic understanding of the topic. Example considers the example of a traffic signal. After a digiclass lesson, not only will they understand about it, but they will also find themselves wondering about wider topics such as why the signals do not reflect any other color, hence learning about VIBGYOR and splitting of white light, gaining knowledge all the way.
Our digiclass lessons are designed to ensure that students do not lose interest in the topic and constantly find themselves to be more inquisitive and interested in it. We carry this out through a special series of thought provoking questions or attention grabbers by usually starting our lessons with a relatable question and then bridging the gap between students understanding using this personal anecdote from their life. Example: Consider starting with the cartoon character Tom and Jerry. Tom has been chasing Jerry for quite some time now, and yet, he fails. Everybody assumes Tom might just never be able to catch Jerry. What if we have a scientific example to support our statement? What if we consider magnets, who always repel?
All said and done, the true success of an hour in the class depends on what the student has been able to retain. The digiclass videos are designed in a story telling technique, taking the student on a mysterious ride along with education and a story, giving him bits of knowledge every step of the way and ensuring he remembers it well as he will most probably end up remembering the story, as happens with most of us since we remember a movie story better than we do a textbook chapter.
The content for the digiclass video curriculum has been researched thoroughly by the content researchers and has been molded to suit the needs and demands of the students as well as the teachers alike, leaving no room for failure and scope for providing a better, well rounded education to the future generation.