Group 4

Instructional Project-2
Engaging Lectures
Group Leader: Murat Karaoglu
Group Members: Abdullah Cakanlar
Nurgul Celik
Gulbakhyt Issayeva
Dina Tagaeva
 Strategy 1- Producing Multimedia Messages
 “Using new technologies in
instruction can fortify students’
communication skills as they
produce their own multimodal
texts” (Zwiers, O’Hara, &
Pritchard, 2014, p. 146).
 Some applications of
technology are the use of
interactive whiteboards,
podcasts, video, multimedia
presentations, mobile
technologies, and Voicethreads.
Zwiers, J., OHara, S., & Pritchard, R. H. (2014). Common core standards in diverse classrooms essential
practices for developing academic language and disciplinary literacy. Portland, ME: Stenhouse Publ.
 Examples of Producing
Multimedia Messages
 Using online presentation and
feedback applications (such as
Voicethread, a free program
available online)
 Hypermedia Authoring –
Students create hypermedia
projects by using key concepts
and create hyperlinks between
these concepts and different
media)
 Creating Multimodal Texts -
Students create web pages to
help other students understand
a concept
Strategy 2- Culturally Responsive Lectures
Culturally responsive teaching - "Teaching and
leading in such a way that more of your students,
across more of their differencing, achieve at a high
level and engage at a deeper level, more of the
time, WITHOUT giving up who they are." (Howard,
n.d., para. 13)
The 7 principles of Culturally Responsive Teaching - Model by
Gary R. Howard:

1) Students are affirmed in their cultural connections

2) Teachers are personally inviting Examples of Culturally Responsive Teaching
3) The classroom is physically and culturally inviting
4) Students are reinforced for academic development
5) Instructional changes are made to accommodate
differences
6) The classroom is managed with a firm, consistent, loving
control
7) Interactions stress collectivity as well as individuality

Howard, G. (n.d.). What is Culturally Inclusive Teaching? Retrieved from https://teachallreachall.weebly.com/what-is-culturally-

inclusive-teaching.html
Strategy 3- Small Group Discussions
 “Discussions can be used to  Examples of Small Group
stimulate students’ thinking, to
help them articulate their own Discussions
ideas, and to teach them how to  Brainstorming
listen to the ideas of others”
(Moore, 2015, p. 371).  Round Robin
 Needs very careful planning. Brainstorming
 Groups of five to seven work the  Buzz Group
best.
 Helps with the development of  Task Group
communication skills, leadership
abilities, open-mindedness,  Team-Pair-Solo
persuasive arguing, and
interpersonal skills.
 Think-Pair-Share
 Three Minute Review
 Panels

Moore, K. D. (2015). Effective instructional strategies: From theory to practice.

Los Angeles: SAGE.
Tip 1 by Nurgul Celik –Discrepant Events
Tip 2 by Nurgul Celik- Exit Tickets
Additional Resources and References by Nurgul Celik
Tip 1 by Abdullah Cakanlar- Classcraft
 Teaching can be organized so that it is active, somewhat self-directed,
inquiring, and reflective. Such modes of instruction are referred to as heuristic
teaching methods.
 Some example of heuristic approaches are: discovery, inquiry, Suchman inquiry,
and project-based learning methods of instruction.
 One method is to make teaching active and engaging is using Classcraft.
Classcraft is and online and a paid platform where the teacher can create tasks
as quests and also can branch the tasks according to the needs of students. In
return, students earn Experience Points (XP) and Gold Pieces(GP) that they can
use to modify their characters in this online platform and level up. The tasks
can be set as Self-Paced progress where students can move to the next
quest/task as they finish the current one or the tasks can be checked by the
teacher and get the teacher's approval so the student can move to the next
one.
Classcraft
 Tip 2 by Abdullah Cakanlar-PBL
 Project Based Learning a great way to
make classes active, inquiry based
and discovery based learning. When
students are introduced a real-world
problem that they need to solve, it
brings a challenge and great
motivation to the classroom. PBLs are
inquiry based and requires 21st-
centuary skills like cooperation,
collaboration, critical thinking, etc.
There are many sources that explain
how and why PBLs work and also
provide some sample projects.
References and Additional Resources by
Abdullah Cakanlar
 Larmer, J; Mergendoller, J; & Boss, S. (2015). Setting the Standard for
Project-Based Learning. Alexandria, VA: Association for Supervision and
Curricululum Development
 Moore, K.D. (2015). Effective Instructional Strategies: From Theory to
Practice. 4th Edition. California. SAGE Publications, Inc.
 www.classcraft.com
 https://www.gettingsmart.com/2017/03/the-need-for-a-high-quality-pbl-
model/
 https://my.pblworks.org/
Tip 1 by Gulbakhyt Issayeva - Classroom Mingle
Discussion can be used to stimulate the students' thinking, to help them to
articulate their own ideas, and to teach them how to listen to the ideas of
others. The teacher's role in discussion sessions is to set up discussions into
motion and monitor their progress. (Moore, 2016, p.371).
Classroom Mingle is an activity for authentic teaching
method in the classroom. Students walk around and
talk about the topic. Then the teacher has some type of
attention-getting signal, which requires the students to
stop. (e.g. the chime bells after a couple of minutes).
After that the students find the partner close to them
and wait for the teacher to pose the question that then
discuss together.
The tool allows students to talk. Talking increases the
learning. So, rather to listening to teacher to talk, they
are talking to each other.
Students learn to listen, give each other the
opportunity for expressing different opinions, and ask
questions.
Tip 2 by Gulbakhyt Issayeva - Buzz Group
As with any discussion, small-group discussion should follow the presentation of
information through teacher-directed lessons, assignments etc. When students
are prepared, they should form their groups and start to work. (Moore, 2016,
p.349).

 An example of Small-Group Discussion, a buzz group is a small,

intense discussion group usually involving to 3 persons responding to
a specific question or in search of very precise information. It’s called
a ‘buzz’ group because it mimics the sound of people in intense
discussion.
 A buzz group has many applications and benefits:

1. It is a creative process.
2. Recalling/reviewing previous learning.
3. Linking elements/concepts/ideas together.
4. Reflecting back to what was previously discussed.
5. Probing issues in greater depth.
Additional Resources and References by
Gulbakhyt Issayeva

Additional Resources
 http://www.theteachertoolkit.com/index.php/tool/classroom-mingle
 http://www.kstoolkit.org/buzz-groups
References
 Moore, K.D. (2016) Effective Instructional Strategies: From Theory to
Practice. (4th edition). Los Angeles: SAGE
 Tip 1 by Dina Tagaeva- Suchman Inquiry Learning
 J. Richard Suchman (1961, 1966) developed a junior high school-oriented program designed entirely
around the concept of inquiry.
 The Suchman inquiry approach focuses on the process by which information is acquired, rather than
on the final information.
 The problem-solving process associated with this approach occurs in three steps: analyzing the
episode, gathering information, and reaching conclusions (Moore, 2016, p.393).

 Why is this important?

 Children are naturally curious and when they ask Why, it is
 Genuine interest they are likely to grasp.

 Steps include:
 Selecting a problem and conducting the research
 Introducing the process and present the problem
 Gathering data
 Developing theory and verification
 Explaining the theory
 Analyzing process
 Evaluation
 Tip 2 by Dina Tagaeva- Case Study
The teacher designs instruction activities around a realistic, authentic
“anchor” event— one of them is case study.

 This approach makes learning more relevant, useful, and meaningful to students.
Students take ownership as they use technology (World Wide Web, audio clips,
video clips, etc.) to explore problems and issues (Moore, 2016, p.54).
 Students may be unfamiliar with the case method or may be predisposed to
distrust group work. They need to know exactly what is expected of them in
order to be successful in class. To avoid causing frustration, consider the
following tips:
 1.Start with a simple case first
 2.Discuss the purpose and suggested methods for doing a case assignment
 3.If cases are done in a team, introduce students to resources for team dynamics
 4.Allow sufficient class time for students to meet with their teams
 5.Establish discussion etiquette guidelines
 6.Take sufficient time to introduce the narrative and establish the case facts
 7.Reassure students that “messiness” is normal for this type of assignment
 8.Make sure you give students an opportunity to provide their reactions and
feedback(Pyatt, 2006).
Additional Resources by Dina Tagaeva

 Moore, K.D. (2016). Effective Instructional Strategies: From Theory to

Practice. (4th edition). Los Angeles: SAGE
 https://www.ryerson.ca/content/dam/lt/resources/handouts/CaseMethodBe
stPractices.pdf
 http://portal.ciser.ttu.edu/files/science_education/Instructional%20Materials
/Teaching%20Strategies/Suchmann%20Inquiry%20writeup.pdf