Instructional Project II

by Group Harmony
Alper Ciftci
Farhan Muhammad
Bekir Inalhan
Orhan Akbulut
Omer Dogan

Alper Ciftci

Strategy I: Make your Lecture More Engaging

As instructors, we can redesign our lectures to be more engaging by making course material more relevant
in a different ways.
Do not make lecturing time no more than 20 minutes
Make your students connect new material to old by building their experiences and coursework

Make sure that students will associate an information that they learned with values and feelings so
that they can learn easily

Some negative feelings or emotions such as stress or fears reduce our brain`s ability to retain or

retrieve information. To reduce or remove this issue, as instructors, we need to using multiple
assessments instead of two or three.
Present your content in multiple formats such as doing, making, painting, writing, designing, etc.

Use small group work so that they are involved in classroom activities by suggesting some
approaches

Strategy II: Make your Course Materials Relevant (Storytelling)

Relevant, meaningful activities that both engage students emotionally and connect with what they
already know are what help build neural connections and long-term memory storage... Effective teaching
helps students recognize patterns and put new information in context with the olda crucial part of
passing new working memories into the brain's long-term storage areas (Bernard, 2010).
To make
your course materials relevant:
Introduce the subject matter
Help your students understand how important the course is
Try to create activities that are relevant to your students` lives
Discover your students` interests, strengths or goals then relate them to course topic

Allow them to create some assignments on a particular topic so that they better understand the aim
of the course

Strategy III: Create Some Methods that Encourage Discussion

There are many methods that encourage student participation in the classroom activities. Asking
questions is one of the most efficient ways to engage students when you lead a group discussion.

Shift points of view: Now, we took a look at Group A`s results in this experiment and have
seen them all from their points of views. How about Group B`s standpoint?

Shift Timeframe: If you could this in a different time, what situation have been different in
your opinion?

Follow-Up Questions: Could you clarify this point in this experiment so that everyone
understands better? What did you try to do by pointing out this.. and what did you mean by
saying this...?

Point Out Differences in Discussion Period: Pick someone's idea in the classroom to point
out his/her comment by saying Himm, this is quite a interesting and different idea from
your friend A. Let's see how different your`s.

Farhan Muhammad

PLANNING STAGE:

The purpose and goal of lecture should be properly identified.

The nature of learner as well as their learning potential should be identified.

Consult useful books , journals other than prescribed textbook to create interest for students to get
the concept of lecture from others perspective.
Plan and develop your lecture by identifying a few concept. Choose appropriate language.
Always use various techniques like question-answer used of materials to create interest.

PRESENTATION STAGE:

Motivate your student to not participate but contribute in the lectures.

Show your Enthusiasm to make interesting your lecture and keep your student fresh.

The subject matter , style and language of lecture should be communicable from the angle of the
student.

Communication so it should not be too fast and too slow, give examples, change tone , adequate
passing, using gestures and physical moments.
Don't waste the time in irrelevant facts and unrequired detailed information.
Do not turn your lecturing into mere paper reading and notes dictation.

EVALUATION STAGE:

Must try to monitor, control and evaluate progress of lecture by maintaining a proper flow of
question and answer

Reference:
https://www.youtube.com/watch?v=QIcDQQOqj4o

Bekir Inalhan

The strategies work when you involve students in their own

learning

Using more activities as like hands on and more technologies after lecture to make it meaningful.
Helping students Motivate themselves, Consider using autonomy, competence, relatedness, and
relevance as practical classroom strategies to reinforce the intrinsic motivation students need for making
the most of their learning.
Lecture and hands on activities need to more students center in your class for effective teaching and
engage students in class.
Asking question to make students engage more passionately when trying to answer a question that
interests them.
Collaborative learning is another powerful facilitator of engagement in learning strategies and make
students more engage it.
Establish Positive Teacher-Student Relationships to Displaying positive attitudes and enthusiasm

Make your Course Materials Relevant

Subject is really matter when you teach course subject for instance: when you teach geometry students
can engage and learn more based on project.
When learning based on projects math becomes relevant as well as rigorous that using technology and
activities to engage them in class.
Project based learning activities make students more effective learning and engage in class. For example:
Geometry Students Angle into Architecture Through Project Learning
Find real- word question which is more related with your topic as like geometry students Angle into
Architecture PBL.
Assign project to make research on the topic let them make contribution to lecture to learn by own.

Applying Math Skills to a Real-World Problem

On these example you will see how students make contribution and engage in class with activity and PBL
in geometry class.

https://www.youtube.com/watch?v=hxufdpcfpJY

Orhan Akbulut

Slide 11: (by Member 3) Tip 1: Explain the tip and how it works

Slide 12: (by Member 3) Tip 2: Explain the tip and how it works

Slide 13: (by Member 3) Additional resources, videos and links cited. Individual Contribution.

Omer Dogan

True or False

Distribute index cards (one to each student) on which is written a statement. Half of the cards will contain
statements that are true, half false. Students decide if theirs is one of the true statements or not, using
whatever means they desire.
Can cover a lot of content in a short time (about two questions per minute of testing time)
The question is useful when there are only two possible alternatives.
Less demand is placed on reading ability than in multiple-choice questions.
Scoring is easy and reliable.

Giving Real Example from Life

Bringing the real sample to the class will give ideas to the students.
When they touch the objects, they will be more interested and they will understand the subject easily.
Show some real life picture about the subject that the students will learn
Ask the students give some example from their life.

References:

http://www.park.edu/center-for-excellence-in-teaching-and-learning/resources/cetl-quick-tips/true-false.
html
https://learningsciences.utexas.edu/teaching/assess-learning/question-types/true-false
http://www.studygs.net/teaching/tsttak2a.htm
http://teaching.colostate.edu/tips/tip.cfm?tipid=155