The Penguins of

Madagascar

Muhammet Karasakal-Zeynep Altay-Elif Özdeniz-Akkerim Aibatbek-Betül Özaydin

Strategies and Provide
Examples
Here are a few strategies that can be
used to enhance lectures:
Chunking: Breaking down a lecture into smaller, more manageable parts can help students
better retain the information. Try dividing your lecture into 10-15 minute segments, and
provide opportunities for students to ask questions or summarize what they've learned
before moving on to the next segment.Example: If a lecturer is teaching a lesson on the
American Revolution, they could break it down into smaller parts such as: the causes of the
American Revolution, key players and events, and the impact of the Revolution. After each
segment, the lecturer can give the students time to ask questions or summarize what they
have learned before moving on to the next part.

Active note-taking: Encouraging students to take notes during lectures can help them engage
with the material and retain more information. Consider providing guided notes or
note-taking templates to help students focus on key points.Example: If a lecturer is teaching
a lesson on the solar system, they could provide a note-taking template that includes key
information such as the names of the planets, their distance from the sun, and their
characteristics. This would help students focus on the most important information while also
providing a structure for their notes.

Visual aids: Incorporating visual aids such as slideshows, diagrams, or videos can help
students understand complex concepts and retain information. Just be sure to avoid
overcrowding your slides with too much information.Example: If a lecturer is teaching a
lesson on the human body, they could use diagrams to illustrate the different organs and
systems. The lecturer could also use a video to show how the heart works. These visual aids
help students better understand complex concepts and make the lecture more engaging.
Here are a few strategies that can be used to enhance lectures:
Interactive lectures: Including interactive elements such as small group
discussions, quizzes, or case studies can help students apply the concepts
they're learning and increase engagement.Example: If a lecturer is teaching a
lesson on environmental issues, they could include a small group discussion
where students discuss different ways to reduce their carbon footprint. This
helps students apply the concepts they're learning to real-life situations,
making the lecture more engaging and memorable.

Recap and review: At the end of your lecture, provide a brief summary of key
points and encourage students to ask questions or clarify any confusion.
Consider providing review materials such as study guides or practice quizzes
to help students prepare for exams.Example: If a lecturer is teaching a lesson
on the Civil War, they could provide a summary of the key battles, leaders,
and outcomes. They could also provide a study guide that includes important
dates, names, and events. This helps students review the material and
prepare for exams.
Tip 1: Cold Call Strategy

What does it mean? active thinking during whole-class questioning. Rather than asking for a
volunteer, the teacher poses a question, pauses (allowing all students to think and answer in their
heads) and then calls on a particular student to respond.
Cold calling as a routine is the most effective way to maximise thinking during dynamic, responsive
question and answer exchanges

In the 8th grades I teach, I generally start with Do

Now. Then I add a Warm Up activity related to
the subject I will teach. I make an introduction
about our new topic in the I DO section. I explain
the We Do section on Nearpod. I attract the
attention of the students with the Cold Call
strategy and ensure their active participation in
the lesson.

Created by: Zeynep Altay

 Tip 2: Turn and Talk Strategy

This strategy permits all students to

participate in discussion, rather than only a
few students participating in a class-wide
discussion.

The turn-and-talk routine consists of three

basic steps. First, the teacher provides
students with a brief prompt or question.
Second, one student verbally answers the
prompt while the second student listens.
Third, the roles are reversed, and the
second student answers the prompt while
the first student listens.
Created by: Zeynep Altay
Created by: Zeynep Altay
Additional resources, videos, and links cited.

More ideas for Interactive lectures

https://my.chartered.college/wp-content/uploads/2018/10/1.-Cold-Calling-1.pdf

https://teacherhead.com/2021/02/07/cold-calling-the-1-strategy-for-inclusive-cla
ssrooms-remote-and-in-person/

https://teacherhead.com/2021/02/07/cold-calling-the-1-strategy-for-inclusive-cla
ssrooms-remote-and-in-person/

https://meadowscenter.org/wp-content/uploads/2022/04/TurnAndTalk_Teacher
Guide1.pdf
https://images.app.goo.gl/4CRcNCrYFZ2dGsvt9
 Tip1: Magic Wands
( Created by Elif Ozdeniz)
In some cases, when we attempt to create goals for ourselves, it can be
challenging to imagine our world without our problems. The Magic
Wand Address (moreover known as The Marvel Address) has its basis
in Solution-Focused Therapy and is presently often utilized as a
goal-setting strategy.

❏ It is hard to have students' attention at starting of lessons. To induce their attention, warm-up
exercises can be utilized such as Magic wands.
❏ Magic wands open up astonishing imaginative possibilities. Pass a 'magic wand" around your
classroom some time recently you start a new point and inquire your students what they would do
with a magic wand.
❏ What information would they need to have uncovered?
❏ What would they hope to form simple? Which perspective of the subject would they want to fully
understand?
❏ Your subject will decide the kinds of questions you'll inquire to get them begun.
❏ Fair inquire "What would you like to do on the off chance that you had a magic wand?
 Tip2: Science Trivia
( Created by Elif Ozdeniz)

In the beginning of the lesson this is one of the stylish ways to gain
attention and edge your students basics about science while learning a
lot through entertainment. Test your students, children and people
around you of how much they know about science. Entertain your
learners with games, making sure the time you spend with them is
quality assured.

● A good technique to channel the curiosity in students through education.

● The intriguing questions used in this strategy help motivate even students who have
nothing to do with the lesson.
● It's a great opportunity to get students' attention, even for a while, to give them the
highlights of the lesson.
● Example questions
-What colour catches the eye first? (Yellow)
-How many bones do sharks have in their bodies? (Zero)
-Which form of energy can we see with the naked eye? (Light)
 Additional Resources
( Created by Elif Ozdeniz)
http://web.mit.edu/trivia/how.htm

https://ahaslides.com/blog/science-trivia-questions/

https://www.thoughtco.com/warm-ups-for-lesson-plans-31649

101 Great Classroom Games: Easy Ways to Get Your Students Playing,
Laughing, and Learning
Book by Alexis Ludewig and Amy Swan

https://sites.google.com/site/theamazingworldofteaching/warm-
up-activities
Created by: Betul Ozaydin
Interactive lectures strategy Tip 1 → Small group discussions - “Jigsaw”
● Small group discussions are a fun and effective
learning strategy where a few students talk about
a topic related to what the teacher is teaching.
The teacher divides the class into small groups,
and each group has a leader who helps everyone
participate and share their ideas.
● Small group discussions help students apply what
they're learning to real-life situations, share their
ideas, and make friends in the classroom. They
also encourage participation and make learning
more fun.
● Jigsaw is a great example of a small group
discussion strategy where students work
together to learn a topic, understand their part
of the topic better, and promote collaborative
learning.
● Each student becomes an expert on one part of
the topic and then teaches that part to their
group members. When all the students share
what they've learned, they complete the whole
puzzle of the topic.
Created by: Betul Ozaydin
Interactive lectures strategy Tip: 2 → Smart Boards - “Jeopardy”

● SMART Boards are great tools for creating

fun and exciting lessons. A popular activity is
the "Jeopardy" game where students select
categories and point values to answer
questions related to the lesson.
● Teachers can customize the game using
educational software and align it with lesson
objectives. The game promotes engagement,
and active learning, and assesses student
progress.
● As a teacher, I love using SMART Boards
because they create dynamic and engaging
learning environments that spark student
interest and involvement.
Created by: Betul Ozaydin
Additional resources, videos, and links cited.

More ideas for Interactive lectures

● Harvard Graduate School of Education. (n.d.). Getting students
thinking and engaging through small-group discussion.
Instructional Moves.
https://instructionalmoves.gse.harvard.edu/getting-students-thin
king-and-engaging-through-small-group-discussion
● https://openpress.usask.ca/instructionalstrategiesinhpe/chapter/
small-group-discussions/
● https://www.readingrockets.org/strategies/jigsaw
● https://www.youtube.com/watch?v=EWYgYWghV5s&ab_channel
=AlexandraMannion
● https://jeopardylabs.com/
 Created by: Akkerim Aibatbek

Tip 1: Explain the tip and how it works. Individual Contribution.

➔ Recap and review strategy: Tip 1

One of the tips for teachers to to review is to use Do-now assessment. It is a great
way to begin a lesson.

Often teachers use ‘Do Nows’ as quick pre-assessment tools. As students complete
the ‘Do Nows’ teachers can take informal data on performance in order to modify the
upcoming instruction or could use the completed ‘Do Nows’ to make leveled flexible
Do Now assessment:
groups.
A "Do Now" is a brief,
individual or group activity
that usually requires no (or Typically a ‘Do Now’ should take less than 10 minutes to complete and assess.
very little) teacher instruction.
A "Do Now" can be used to Example: if today's objective is know how to divide fractions by whole numbers, prior
get students interested in the
to lesson, teacher can assess question, how to divide fraction using models.
lesson's material, review
earlier material, or reveal prior
knowledge.

Exit Ticket:
"Ticket to leave" (or "exit ticket") is an ideal
way to end a class. It can serve a number of
purposes:
● provide feedback to the teacher
about the class;
● require the student to do some
synthesis of the day’s content;
● challenge the student with a
question requiring some application
of what was learned in the lesson.
https://www.brown.edu/sheridan/teachin
g-learning-resources/teaching-resources/
course-design/classroom-assessment/ent
rance-and-exit/sample
Created by: Akkerim Aibatbek
Tip 2: Explain the tip and how it works. Individual Contribution.
➔ Recap and review strategy: Tip 2
One way to recap the topic and check what students are thinking and
what they have learnt is using exit tickets.
We can use this strategy at the end of a lesson. Students must give you a
"ticket" filled out with an answer to a question, a solution to a problem, or
a response to what they've learned before they leave. Exit Tickets assist
you in determining if students "got what you taught" and planning for the
following lesson or unit of instruction.
Example: At the end of the lesson, give students one question that covers
the material. Example from my class: Students learnt how to
divide fraction by a whole number, and handed me their
ticket at the end of the lesson.
Created by: Akkerim Aibatbek
Additional resources, videos, and links cited.

More ideas to recap, wrap up the lesson:

1. One technology/website that I use is

https://www.pixton.com/ Students can create comic
stips easily. I attached the lesson recap created by my
5th grade student.
2. Another tool that I use is https://www.canva.com/ .
Students can wrap up the lesson by creating videos or
presentations, and since you can create a team, I can see
their progress while they are working on the
assignment. Example: students learnt in science class
about weather fronts and how to read them, and
created their own weather forecast.