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Something beautiful

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1. In your classroom, would you prefer using listening materials and activities in your coursebook, authentic listening materials and tasks, or a combination of the two? Discuss the reasons for your preference.

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1. In your classroom, would you prefer using listening materials and activities in your coursebook, authentic listening materials and tasks, or a combination of the two? Discuss the reasons for your preference.

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I guess I would go with whatever I have in my hands I mean I can use both combinations in my lessons. I won't restrict me. I will identify what I have with me whether it is suitable for all the groups (stronger ones and the weaker) and check what is suitable for what class if they are not I will just give a little tweak and I'm good to go. 😏

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2. Do you think the ideas about developing more active, listening skills in sessions would be appropriate and useful in your classrooms? Why, why not?

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2. Do you think the ideas about developing more active, listening skills in sessions would be appropriate and useful in your classrooms? Why, why not?

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Definitely, I absolutely agree with that. As making students more active, giving them more roles/controls in their learning process makes learning easier for learners. I'll use it in my class by applying some differentiations because it is needed in all my classes. More active listening activities less problems. 😎

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A great presentation on listening activities... 

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A great presentation on listening activities... 

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Pre-listening activity
While-listening activity
Post-listening activity

Great exercise for us as participants. Will apply to my daily classes and will recheck my coursebook from another aspect. 🥳🥳🥳

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1.What do you consider the most common Problem in your district related to teaching speaking in language classes? 

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1.What do you consider the most common Problem in your district related to teaching speaking in language classes? 

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Earlier, I thought that all the books the ministry handed out to students were not usable. So was trying to find a context, topic that fited my students. As their level were a bit behind where they actually should be. However that seeking problem caused another problem because It was really time consuming. Wasting my time for that caused me preparation problems and  it affected the students. I didn't realise that I could adapt or differentiate the activity with adding or eliminating some parts of the activity I had already in my hands.

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2.Do you think the ideas or suggestions you have taken away from today can help you cope with that particular problem. Why? Why not? 

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2.Do you think the ideas or suggestions you have taken away from today can help you cope with that particular problem. Why? Why not? 

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Yeap, at least I have learnt to solve most of my own problems related to my language classes. It made me think faster and take action quicker. Those advices were just what I needed. I love having such an experienced teacher supporting me all the time when I'm in need. Your attitudes make me feel better and concentrate on my tasks and solutions. Thanks to you now I know that there are no unsolvable problem. All I need is just a little change in my exercises or my aspect!

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1.) How would you differentiate a reading task from grade 7 coursebook for a mixed ability classroom?  Please include the text and the tasks with your ideas for differentiation.

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1.) How would you differentiate a reading task from grade 7 coursebook for a mixed ability classroom?  Please include the text and the tasks with your ideas for differentiation.

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Differentiations for pre-reading task :

Bring some invitation cards to the class provide the students some different types of invitation card tittles for different events(wedding birthday etc.) and ask the students to put the cards under the right tittles/column.

Differentiations for gist-reading task:

What type of invitations does Kim get from her friends through a short message?

Give again 3 headings (or 4 maybe to make it more challenging). Ask them to write the party types you provided just above each text.
(So they need to skim the text)

Differentiations for detailed-reading task:

As there are 3 text messages on the activity. The first one may be underlined to point out some key structures. And there may be true false questions asked related to the underlined text. The 2 left over texts can be analysed by the students and underlined by them to find the right answers related to true/falses.

Differentiations for post-reading task:

Students may be asked to make their own birthday invitation cards using Web 2 tools like Canva. A template can be suggested for preparing an invitation card if they have difficulty in where and how to start or have no ideas which informations it should include the templete will provide them a good amount of support.

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2.) Which idea from today's  sessions do you think your colleagues in your context would find the most useful to solve common problems in teaching reading?

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2.) Which idea from today's  sessions do you think your colleagues in your context would find the most useful to solve common problems in teaching reading?

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The idea of differentiating the detailed reading stage may be the most useful because it is the core of a reading activity and most of the time the teacher and the students struggle here. The texts are sometimes too long or contain lots of distracting sentences that confuses their mind so we need to teach them  step by step how to find the key sentences and structures that are vital to grab the main point,  teaching them how to focus on the main sentences/ideas by underlining the crucial parts and eliminating the not so important parts.

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1.)  What idea/approach about writing instruction do you think would be the most useful/appropriate in your local context? Why? 

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1.)  What idea/approach about writing instruction do you think would be the most useful/appropriate in your local context? Why? 

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Using a snack writing activity will make the writing lessons more attractive. Providing the students some audience is something that will push them to write automatically. As the people from this century are keen on getting interaction, they will be happy to show their written text to anyone and in anyways if possible. The more peer comment or interaction they get on their work the more willing they will be. To give an example of it, is using a gallery wall in classes.

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2.) What do you think your colleagues would be most interested in exploring in a PDC meeting focussing on writing? 

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2.) What do you think your colleagues would be most interested in exploring in a PDC meeting focussing on writing? 

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I think that they will be most interested in exploring new tools to use in writing lessons. To give an example the Web 2.0 tools will be really interesting for them. Gamifying the writing task will make both the teachers and students happy.

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The picture could be a better one but I don't have any other😅

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A great warm up activity presentation. Enjoyed it! 

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A great warm up activity presentation. Enjoyed it! 

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The city tour was great also collected lots of lovely memories. 

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The city tour was great also collected lots of lovely memories. 

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1.) What ideas from the grammar session do you think would be most useful and appropriate in language classrooms in your area? Why?

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1.) What ideas from the grammar session do you think would be most useful and appropriate in language classrooms in your area? Why?

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🌱 The teaching approach of the teacher A & B would be really useful if it will be used together. Because only one approach will not fit every situation. So using them together hand in hand will help to flow the lesson better. My personal type of teaching style is closer to the teacher B's approach I want to make my students more active during their learning processes rather than teacher being in the centre.

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2.) What issues about grammar instruction do you think your colleagues would want to discuss in a PDC meeting? Which one do you think should be prioritised and why?

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2.) What issues about grammar instruction do you think your colleagues would want to discuss in a PDC meeting? Which one do you think should be prioritised and why?

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🧶 Mostly they will discuss about presenting phase of a grammar lesson. Because that it is where we all face the most problems in the teaching process in Turkey. In fact it is the core of the teaching process for an explicit teaching approach. To me the prior duscussion should be on the presentation phase as there is a need in government school. Maybe from that point we can go on and discuss on thinking of applying or maybe giving a chance for another approach (implicit teaching).

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3.) What do you think the most effective vocabulary teaching suggestion in today's session for language classrooms in your area? Why?

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3.) What do you think the most effective vocabulary teaching suggestion in today's session for language classrooms in your area? Why?

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I think the best way to teach a vocabulary item is allowing students elicit vocabulary item, supporting them by using mime and gestures. Using some drills. Checking their understanding and pronunciation. Integrating CCQ (Content Check Questions). In these processes the students will be mentaly active. Rather than just seeing the translation and for get about it soon. Digging out the words themselves will end up in permanent learning.

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4.) How can you make use of vocabulary notebooks in your classroom? What details would you ask your students to include in those notebooks? Why?

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4.) How can you make use of vocabulary notebooks in your classroom? What details would you ask your students to include in those notebooks? Why?

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I may ask them to turn their notebooks to a picture dictionary if they wish. Again if they want they can try to draw a picture about the word or they can find it somewhere in a magazine, newspaper etc. and cut it out to glue in their vocabulary notebooks.

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1.) What do you think is the biggest and most common Problem related to assessment in your local area? Discuss the reasons for that problem.

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1.) What do you think is the biggest and most common Problem related to assessment in your local area? Discuss the reasons for that problem.

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The biggest problem is, it is made by the end of the year or term. During the units or after the classes we teach there won't be an assessment taking place. Whereas there should be. Making assessments on the way will make the teacher understand how well the teaching process went. Otherwise it will be too late to fix some problems or mislearnings.

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2.)Do you think self/peer assessment could solve some local problems in your area? If yes, discuss how, if no, explain why not and what could be an ideal solution for one of those problems. 

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2.)Do you think self/peer assessment could solve some local problems in your area? If yes, discuss how, if no, explain why not and what could be an ideal solution for one of those problems. 

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It may be an option, but the peers need to be trained for assessing their peers. Assessments require some proficiency to a certain point. They also needs do do some practice on the assessmen topics so the more they do it the better they will be at. It will be fun for them to asses their friends as long as it is in a constructive way. As Helen always says variety is the spice of life. I agree with her. Upto today they have been working with the teachers who were responsible for their assessment just at this point what I think is that they can be manage it by themselves. It is the time to change something and try something different in my classes and let them be responsible for their own learnings. 💪