INSTRUCTIONAL

PROJECT 2
LIVELY LECTURES
“SINGLE VOICE”

Ugur Cetinkaya
Ertugrul G Bahar
Ahmet Surmen
Renaguli Kaha
Mustafa Ekizoglu
 Group Leader: Ugur Cetinkaya

Strategy 1: Timed Group Work

❖Group work is a very effective way
to teach students teamwork.
❖In this particular method, the
students are divided into groups
and a task is assigned to each
group. The group that finishes first
earns the most points/credits.
For example when teaching Planets, the
students are given a planet
encyclopedia where they search for
facts about planets. You could ask them
to find the hottest, coldest, heaviest and • I’ve used this method and it has worked
lightest planets by searching their effectively. Students feel more connected to a
encyclopedia. The group that finds all group than the class actually (Moore, 2015)
this information first earns gold point.
Group Leader: Ugur Cetinkaya
Strategy 2: Continuous Review
❖In here, the teacher divides the lecture in several
parts.
❖After each part, the teacher reviews by asking
questions using;
➢Oral Q&A method
➢Worksheet
➢Interactive smart board activities
etc.
Show the structure of the
❖This motivates students to listen to each part plant cell 10 mins
carefully, and also ensures that the lecture is not a
long and boring listening affair. Ask questions on the plant cell 5 mins

❖For example; If you’re teaching cells in science, Show the structure of the
you could use the chart on the right. plant cell 10 mins

Ask questions on the plant cell 5 mins

Group Leader: Ugur Cetinkaya

Strategy 3: Role Play

●This is a very effective way to get
students to love learning because
they are personally involved in the
process
●This strategy is good for learning
and also building confidence in the
learners.
●For example, while teaching Turkish
Language, the students can act out
the dialogue(s) in the course book
during class.

Example of dialogue
 Member 1- Ertugrul G Bahar
Tip 1- Brainstorming
Discussion is one of the effective methods of teaching the lessons. It is
the best communication tool between teachers and students. This
method facilitates the recognition of the students when brainstorming
establishes a close connection between the teacher and the student.

The discussion method is particularly effective and important when

starting the unit. Students are encouraged to participate in the planning of
the unit.

The questions are asked about the drawn pictures, an experiment, and
related topic with the unit. Students begin to interpret the subject and
make connections with the information they see or hear around, which
allows the student to think quickly and accurately.
 Member 1-Ertugrul G Bahar
Tip 2 - Change your position with the student
Debate

Two teams; by addressing a subject, it is the defense of two

opposing arguments in front of the students and a teacher.

This method helps students to explain their views in a regular

and understandable way, to understand the issues in a
multifaceted way, to benefit from the information quickly to
refute the opposing views.

Instead of debate I prefer that activity,

Two students prepare a presentation on a selected topic.

Students explain the subject instead of the teacher. Then,
students and the group ask questions to each other related to
topic.
Member 1-Ertugrul G Bahar
Additional resources
torontodebating (2013). “How to prepare for a debate”. Retrieved from
https://www.youtube.com/watch?v=AQASpzbgQoU

samantha koonce (2014). “Brainstorming lesson”. Retrieved from

https://www.youtube.com/watch?v=SR3ew1Nd9JY

“debating tips and strategies (2015)” . Retrieved from

http://schools.peelschools.org/sec/glenforest/SiteCollectionDocuments/La
nguages/debatsing%20dos%20and%20dont.ppt
 Member 2(Renaguli Kaha)

Tip 1: Think - pair - Share

Think - Pair - Share

It is an instructional strategy where the teacher stops lecturing and ask students to consider a
question (think), turn to a partner (pair), and discuss their response with the partner (share).

This activities include the engagement of all students in the classroom, quick feedback for the
instructor, encouragement and support for higher levels of thinking of the students.
Member 2 ( Renaguli Kaha )

Tip 2: K-W-L

This is typically a two-part activity that wraps

together Getting Started with a Wrap-up strategy.
Start the lesson with the K-W
elements (what I Know, what I Want to know). At
the end of the lesson or unit, use the -L
element (what I Learned) as a summary and self-
assessment.
 References (Renaguli Kaka)

Jennifer Gonzalez (2019). “In Praise of Think – Pair – Share”. Retrieved from
https://www.cultofpedagogy.com/think-pair-share/

National Education Association(2019). “K-W-L (Know, Want to Know,

Learned)”. Retrieved from
http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html
 Member 3 ( Mustafa Ekizoglu)
Tip 1: Practical examples from real life
Tackling real world problems can make sustainability
issues more tangible and meaningful to students. Real
examples provide concrete applications to knowledge and
skills learned in the classroom as they relate to students
themselves and society. Real examples also encourage
students to be aware of the choices they make and how
they fit into a greater societal context.
 Member 3 ( Mustafa Ekizoglu)
Tip 2: Personalisation
Personalisation happens when activities allow students to use language to express their
own ideas, feelings, preferences and opinions. Personalisation is an important part of
the communicative approach, since it involves true communication, as learners
communicate real information about themselves.
In the classroom
Personalisation is important for several reasons. It makes language relevant to
learners, makes communication activities meaningful, and also helps memorisation.
Personalisation can take place at any stage of a lesson.
Example
The learners have read a text about sports. In pairs they talk about what their
favourite sports are and whether they prefer to play or watch.
 Member 3 ( Mustafa Ekizoglu)

References
1. InTeGrate (2017). “Use Real World Examples to Teach Sustainability”. Retrieved From h
ttps://serc.carleton.edu/integrate/teaching_materials/themes/connect_world/real_examples.html

2. British Council (2006). “Personalisation”. Retrieved from

https://www.teachingenglish.org.uk/article/personalisation
Member 4- Ahmet Surmen

Tip 1:Be approachable and available

Students respond better to someone
who they feel comfortable with. Be
this kind of teacher and the lecture
will be more effective.
Always answer questions in a
manner that encourages students to
ask more questions
 Member 4- Ahmet Surmen
Tip 2:Customised language
As a teacher, you should use the
appropriate vocabulary for a
particular group of students.
In a class where most of the
students cannot speak English
very well, you should use simple
descriptive words that everyone
will understand easily in your
explanations.
For example; Instead of
diminutive, small can be used.

A chart showing simple descriptive words with a list of more complex

 Member 4- Ahmet Surmen

References
1. Nan Lowe (2012). “Tips for Effective Lectures”. Retrieved
from https://www.youtube.com/watch?v=IBJnT-xD7fM
2. Moore, K.D. (2015) Effective Instructional Strategies -
From Theory to Practice (4th Ed). USA: SAGE
publications, Inc
3. Rachel Thomas (2013). “Tips for teaching English to
migrants and refugees in the UK”. Retrieved from
https://www.britishcouncil.org/voices-magazine/tips-teach
ing-english-migrants-and-refugees-uk