Instructional Project

2
MASTERS
Hafsa Kaya, Nuray Elbasi, Deniz Genc, Selda Karagoz,
and Huri Safarli 
Strategy 1: Captivate students from
the beginning.
Example: Starting a lesson with a hook question or sharing a story about the
lesson is a good way to get students interested. If you're teaching the perimeter
of a circle, you could begin by telling the class about how Greek mathematician
Eratoshenes discovered the earth's perimeter, or by asking students how to
measure the perimeter of a circle while stressing that since a circle is a round
object, we can't use a ruler.
HAFS
Strategy 2: Be animated
• Example:  It is said that an image is worth a thousand words. people are
more likely to recall what they see than what they hear much of the time.
starting the lesson with a short video or summarizing the lesson with posters
and charts would be helpful at this point in helping students understand and
remember the lesson.

HAFS
Strategy 3: Closing time

Example: Putting together a rundown of the lesson. Students are asked to write

down what they have learned during the lecture. They all ensure that students
learn by giving them an exit ticket topic.

HAF
Tip 1 - Think-Pair-Share

These exercises ask students to think about a question on their own first, then
discuss it with a neighbor before giving a final response. It takes just a few minutes
of class time, around 3-5 minutes.
This activity actively motivates students and allows them to express their ideas.
Each student actively participates in this activity. As a result, silent students join in
and engage with their peers.
NURA
Tip 2- INspire Navigation System

At the start of this activity, the teacher asks the entire class a question. The
students then use calculators to apply their responses. During class, teachers
can obtain and evaluate student responses using this method. There is no
paperwork, and marking does not take up a lot of time. Teachers may also
recognize the needs of the whole class or individuals.

NURA
References

King, 1993 , From Sage on the Stage to Guide on the Side, College Teaching v. 41 no. 1 p.
30-35
Lecturing by CFT assistant director Derek Bruff
Lyman, F., 1987, Think-Pair-Share: An expanding teaching technique: MAA-CIE Cooperative
News, v. 1, p. 1-2.

NURA
Tip 1: Using TI-Nspire CX calculator
as responder.
When the math teacher is lecturing, collecting answers for each student turn question in the classroom is extremely difficult.
The key issue is gaining their attention for each question form. When we consider that a math teacher can solve five
different types of questions in the classroom, we must consider not only how they can respond to each student's question,
but also how the whole class discusses their answers. For that problem, the TI-Nspire cx calculator is the best option. We
must first download and install theTI-Nspire Navigator teacher program from their website before setting up classes. For
students, we'll need to build a username and password. To link all of the calculators to the teacher's machine, the teacher
uses TI wireless network access. The students can then log into ANY of the calculators (they don't have to use the same one
every time!) and verify that they are linked to the network that the teacher has set up. I plan to use the calculators with the
Navigator device for two key purposes: 1. capturing screen shots of all (or some) student calculators, and 2. polling the
students – asking them a question as if they were using a clicker, but the question appears on their calculator with the
resources they require!
Deniz
Tip 2: Using Plickers to collect
students respond
It is extremely difficult for a math teacher to see how students react to and form of question during lecture time. Every math
teacher wants to see the answers from the entire class to each lecture question. Plickers is a powerfully simple tool that
enables teachers to collect real-time formative evaluation data without requiring students to use their own devices. Plickers
can be used for fast comprehension tests to see if the students are grasping big concepts and learning key skills. Enable all
students to participate and participate in class without feeling self-conscious. As a result, the instructor should concentrate
solely on teaching. There's no need to wait for students to log in to a device or even open the appropriate app. Plickers fits
right in with the way you already teach. Plickers provides two options for collecting student responses in class: multiple
choice questions and true-false questions.

Deniz
References
• TI-Nspire makes a GREAT math (or any subject) clicker. (2012, August 11). Retrieved from
http://www.tech4mathed.com/blog/2012/08/11/ti-nspire-makes-a-great-math-or-any-subject-clicker/
• Plickers website. Retrieved from https://plickers.com/
• http://education.ti.com
• www.plickers.com

Deniz
Tip 1 Using Online video response 
Using Video Response
Since video is an information transfer medium that addresses multiple senses by combining images and sound, it facilitates the transfer of abstract concepts.
(Ozan, 2015)
Students often forget the topics they have learned quickly and need repetition to keep their knowledge fresh. Even if the teachers make a reminder of the past
subject in the first part of the lesson, the intensity of the curriculum does not allow the lecture to be repeated one on one. In this context, educational videos
allow students to make fun repetitions without getting bored. Students can study their lessons by choosing the subject they need, wherever and whenever
they want. In addition, the video allows the learner to watch the content over and over again at his own pace.
If the educational video is integrated with learner-centered activities, it increases learning motivation, enriches the learning experience, enhances in-depth
learning potential and increases learner autonomy. (Peter Willmot, 2012)
• In today's world where digital life is dominant, visual and audio materials have been created as a new environment for the monitor in education. private
channels epic training programs should have been published for official channels in the world and Turkey, the next process videotapes, CDs and DVDs with
the development of digital education free education has been prepared. (Asiye ATA, 2017) Educational videos have become very useful with the development
of Web 2.0, especially with the Internet. In educational videos, the indispensable features of the videos have been the owner of interaction elements such as
stop and start, like and comment. selda 
Tip 2 Teacher's Effects on Learning with
Puppet Show
  In our rapidly developing world, instead of memorizing information to human memory, "education by living in a social,
physical and natural environment" techniques are used. Puppet has an important place among educational drama techniques.
• * There are research results that show that puppets can have a valuable effect in engaging students in speaking and supporting
their development.
• * Puppets have an important effect in promoting the personal, social and emotional development of individuals by allowing
human emotions to be freely revealed.
• * Through puppets, teachers can support learning conversations and become a model of behavior without appearing as an
authority figure
• * Puppets can also help teachers introduce new ideas to avoid confusion and take on a new role in the classroom.

selda 
references
• Asiye ATA, A. A. (2017). Historical Development of Video as an Educational Tool and Medium. Atatürk Communication Magazine.
• Ozan, Y. (2015). Educational video development for e-Learning. Open Education Applications and Research Journal, 59-80
• Peter Willmot, M.B. (2012). Using digital video reporting to inspire and engage students. Mechanical and Manufacturing Engineering School.

[1] Kalkancı A. "dramatization Preschool Use in Education of the Method", Ankara University Institute of Social Sciences, Curriculum Department,
Unpublished Master Thesis, Ankara, Turkey, 1991.
[2] Sağırlı, H. E., Gürdal, A.
  M.Ü. Atatürk Faculty of Education Journal of Educational Sciences, 15, 213-224, 2002.
[3] Low, J., Matthew, K., Puppets and Prose. Science and Children, 37 (8), 41, 2000.
[4] Bentley, L., Puppets at Large. Trowbridge: Positive Press, 2005.

selda 
Select the Best Response

• Students are given a question or scenario and asked to decide which of three
possible solutions best fits the situation. This can be used to remember and
apply what was taught in class.

HUri 
Tip 2 Short Video Clip 

• A brief, relevant video clip may be used to introduce a new subject, punctuate
a key point, or serve as a jumping off point for class discussion.

HUri 
References 
• http://www.bellarmine.edu/
• http://www.bbcactive.com/
• http://www.techlearning.com/

HUri