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tional Project 2
Nazire Besli
Sevinc Dok
Songul Nazli
Fatma Uguz
Priscilla Wu
Strategy I-Creating Projects with
Google Applications
Students will be asked to use Google applications such as Google doc, Google
Slide or spreadsheet to work in groups.

For example, students will be assigned to groups and each group is flexible to
choose their technological applications. One advantage of Google apps is that
every member of the group can make a contribution at the same time. One group
can create a project such as differences between DNA and RNA in Biology by
using a Google app.
Strategy II-Role Playing
Students will be used to take roles during the course.

For instance, students will do a role playing activity

as a planet in the solar system. Each student will present the characteristics of

The assigned planet.

Strategy III-StoryTelling
Students will be asked to continue after the teacher makes an
introduction to a science topic with a real life example.

Students will be asked to write the end of the story on their daily

For example: Science teacher will be introducing the topic of

electricity. Teacher will give examples from the daily life
examples such as the role of electricity in our lives. Students will be asked to
continue by listing their examples of home appliances and tools that
need electricity. And also, students will be asked to write their
reflection what would happen if there was no electricity.
A one-minute paper may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an
instructor-posed question, which prompts students to reflect on the days lesson and provides the instructor with useful feedback. This
strategy was originally developed by a Physics professor at the University of California, Berkeley (cited in Davis, Wood, & Wilson,
1983), then popularized by Cross and Angelo (1988) as one of a wide variety of quick classroom assessment techniques (CATs)
designed to provide instructors with anonymous feedback on what students are learning in class.

For example, we can use these questions:

Without looking at your notes, what was most memorable or stands out in your mind about todays class?

In your opinion, what was the most useful idea discussed in todays class?

What was the most persuasive or convincing argument (or counterargument) that you heard expressed in todays discussion?

What do you think was the most important point or central concept communicated during todays presentation?

What relationship did you see between todays topic and other topics previously covered in this course?

Most of the time i was using exit ticket to create some question about my math lesson and asked my students. I did not use these
like open-mind questions before. But i think if they know that I will one-minute paper with these open-mind questions they will
give their attentions more in my lecturing time.
Tip II Student Lecturing
Sometime peer teaching is more effective than teacher-directed learning. They are explaining question with their own word.
Another word it is kind of simplifying the topic to reach their grade-level. For instance, i used these system which is my
student will be teacher and i will be a students and he/she can explain to us after work on the questions from book. And i
have some critical questions to ask my teacher(student) to point on important information for my teacher(student) and the
other students. So, my students explain the topic with their own language and he is so excited and fully attention and also
the other students are fully attention and more excited. When the students prepare the lesson he can figure out what type
of question his/her friend ask questions and the student can catch deep information about the topic.This example explains
the importance of asking question to students before teacher explanation. Because they can use their own language and
they can give more their attention. So thats why the teacher can check for all students understanding.
One-minute paper:
Tip I ( Nazire Besli) Planning Stage
The purpose and goal of lecture about role playing should be properly identified.

Self-assessment must be done at the beginning in order to detect the levels of students.

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

Consult useful books, newspaper, 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 concepts. Choose appropriate and simple
language in order to make it clear for everybody.

Always use various techniques like open ended, divergent, question-answer used of materials to
create interest.
Tip II ( Nazire Besli) Presentation Stage
Motivate your students to not just participate but contribute through the lectures.

Examples from real life in order to get creative thinking.

Show your Enthusiasm to make interesting your lecture and keep your students attention.

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

Communications so it should not be too fast and too slow give examples, change tone and using gestures and physical

Do not waste the time with irrelevant facts.

Do not turn your lecturing into grading right away.

End of assessment should be leading for reteach if the students did not understand the lecture.
Fully utilize technology Priscilla Wu

- Use apps to facilitate motivated competition among the students in different

class, for example www.freerice.org to improve vocabulary. Each class
register as a group and compete for high score while donating rice to people
in need.
- Supplement the lecture with some video playing, for example
www.Brainpop.com. There are lots of video to present the knowledge in a
simpler way
- Add electronic game into the classroom such as bingo or www.getkahoot.com
to reinforce the knowledge memory
Simple Language and Fun Priscilla Wu
Use simple and understandable child language to tell stories and bring fun to the
- Classroom jeopardy

- Field trip

- Have a relevant joke in each of the lesson

- Play card game to practise addition (fishing card game), sequence (turtle card
game) etc.
- Fish poker card game: students learn the different combination of 10.

- Turtle poker card game: students learn the sequence of integers.

References Priscilla Wu
- http://www.makinglearningfun.com/

- http://www.jumpstart.com/parents/activities

- https://www.education.com/activity/
Tip I ( Member IV) Fatma Uguz
Tip II ( Member IV) Fatma Uguz