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The 7th day consisted of the topic of assessment. We've have seen the differences between formative assessment and summative assessment.

Self assessment and peer assessment can solve the problems in my local area. If teachers and students could reflect their situation in teaching and learning, there would be no one to criticize someone else.

I've seen a wide variety of activities and tasks to use in my PDC meetings. In my opinion, the colleagues of the district that I dwell in are going to try and include the activities and tasks that I will engage. The networks that I acquired in this PDC sessions are going to help me find some ideas to implement, differentiate and adjust some activities and tasks to try in my next PDC meetings. Today, I've seen a few assessment techniques to measure whether the subject is understood clear enough or not. So, the networks that I got from this PDC meetings are going to facilitate my colleagues' situations and also improve my teaching style.

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The 6th day consisted of activities and techniques regarding grammar and vocabulary.

First of all, teaching grammar mainly implicitly and getting a little help from explicit grammar teaching is the suitable way to transmit grammar points to the students. For example; giving a text and teaching grammar points with the text is a right way to go, but some grammar points should be conveyed at some point to learners because there should be something transmitted students to do some practice. In my opinion, the warming up activity that we did in the beginning is the most useful grammar practicing way.

Secondly, activities about teaching vocabulary and practicing it were effective and engaging. I liked expressing our previous day only with nouns and adjectives. I deducted that even with nouns and adjectives, communication can be established. Then, eliciting vocabulary is the first part of teaching vocabulary. Showing a picture and after eliciting, the written form should be conveyed after making sure all learners pronounced it meaningfully with some backchaining practicing. If we can gesture and mime meaning of a word, there is no need to use L1. Apart from that Kahoot was very useful to engage all students and practice vocabulary even in low tech conditions.

After all, when it comes to vocabulary notebooks, I would ask my students to use the words in context. I would ask them to create sentences and include words that they've newly-learnt in to sentences because using the vocabulary items in meaningful context is more useful than just memorizing.

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The 5th day, we focused on writing skills. I liked the warming up activity, I mean it was good and I am going to try it.

Next, we discussed the differences between product, process and snack writing, At the end of the session, we've managed to utilise online tools to design engaging writing tasks. In my opinion, process and snack writing approaches and the ideas belongs to these type of writing techniques would be more useful and appropriate in my local area. I have low-tech conditions in my area. So, utilising online tools to design engaging activities may not be possible with the conditions that I came across.

Then, I found out that I can adjust some of the activities in my local context. I can paste two papers demonstrating two characters on the board and I can give piece of papers including qualities of the characters to students. Then, I can ask them to paste them under the characters. After that we can write a short text about comparing these two cartoon characters. In addition, we can create posters, as well. The learners can draw their favourite animal and can express their feelings about why the animal is their favourite in groups. After the activity finished, the posters can be pasted to the walls and the students can paste their comments about the work and the process that they've involved in.

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The 4th day, we focused on reading skills and the common problems that we face during reading activities. We've found out some solutions.

If the students couldn't be engaged in the activity, it's because of a problem in categorizing stages of an activity. So, if we can categorize activities to pre, while and post sections separately and place activities accordingly, students would feel engaged and not lost. Then, reading texts' levels should be a little bit over the students' level but not too much. Next, we shouldn't teach all vocabulary in reading text because learners can be guided to find out the meaning without leaving them under too heavy load of pre-learning all the vocabulary. Then, differentiating all three stages of reading activities and redesigning and adjusting them makes students feel engaged in the activities. I liked the running dictation activity, I can adjust and use it with my students.

Next, monitoring is another thing. If we want disorganized and unengaged students to act in activities accordingly, we should monitor and provide guidance them in a suitable way. Otherwise, there can be problems and we can't do any activities. So, teachers need to make learners feel that they are checked and also make them feel that they are safe because they aren't on their own in learning process. Students shouldn't feel pressure on them. So teachers should monitor learners without disturbing ongoing activities.

At the end, I like changing my seating position each day because I can share my ideas with different colleagues and get different ideas and solutions about the issues concerning me in teaching English in a better way. I also improve my problem solving and collaboration skills with different ideas and reflect myself with other colleagues' ideas and skills. Thanks to different perspectives that I encounter, my vision broadens and I can differentiate activities in numerous ways and improve my adjusting skills with activities that we differentiated together.

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The 3rd day of PDC mainly comprised of activities about speaking skill.
We have learnt that how can we constitute pre, while and post activities in speaking lessons. Now that I can divide activities and place them where they should be.

Afterwards I learned that the errors and mistakes should be corrected as soon as possible, but not during speaking and not in front of other students because some mistakes and errors might be fossilized into too deep and becomes impossible to correct after some time and students get discouraged by being corrected in front of other learners.

Then, the activities that I learned today contributed me to adjust some of them into my classes. My colleagues are going to learn about them if they don't know. If the opportunities of some of my colleagues are insufficent, I will show them how to adjust into low or no-tech classes. Next, the activities that I like and I am going to use are ''Gallery Wall'' and '' Paper Slide''. In gallery wall activity, there were six problems and we matched the solutions with them. I may adjust it by giving them less problems like 2 or 3 by having them to do a problem solving activity. For example a friend may be invited to a party, but he may be reluctant to attend. So I would give random solutions  (responds) to students and ask them to present to me a proper solution. Next, paper slide activity can be adjusted to my students needs and levels. I may integrate restaurant menus or sports from ''Teen Life'' unit of the 8th grade into paper slides. I may ask them to work in pairs and ask them to comprise only one booklet about which one of them that they decide.

Finally, when it comes to the outcomes, we've learnt some websites and applications that I may integrate by differentiating and adjusting them to my students needs and levels. They can have a chance and speak out by expressing themselves. Roleplays are good for that.

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The Road To Be A Facilitator

The 1st day of the PDC mainly consisted of the topic of becoming a facilitator and we worked on the ideas such as, understanding the teachers as they don't have the same opportunities in teaching process, analyzing ourselves in teaching by means of reflection and negotiating the difference between being a lecturer, trainer and facilitator.

First, we started getting to know each other via the warm-up activity ''My Personal Star''. It was an useful activity to break the ice and  I am going to use it in my classes every time I can find a link to the subject that I teach. Then, we talked about what does ''PDC'' stands for and what is the aim of these sessions. Negotiating our ideas and sharing them with others, really helped me to realize why I came here.  Next, the jigsaw activity really helped me to understand that we are not alone in the teaching process thanks to this community. Moreover, working in groups has awaken the awareness inside of me to succeed in teaching and gave me a chance to help as a member of this community to my colleagues when I return to my district. Then, autonomous learning is one thing, as well.  Having students autonomous learning and having teachers provide learner autonomy in their classes is not that hard to achieve, thanks to these PDCs because PDCs helps us engaging all students in learning and having them responsible for their own learning. After that, having learners and colleagues as an active participant of this PDC meetings is mainly connected to every little idea and detail that we got hand in hand in these PDC sessions with other candidate facilitators by means of collaboration.

At the end, we focused on likenings to understand what is a PDC facilitator, a PDC meeting and a PDC plan. The likenings really helped me to understand why I am here, how can we plan a thorough PDC plan to engage colleagues in upcoming PDC meeting after leaving here qualified as a PDC facilitator.

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The 2nd day of the PDC composed of really reflective activities about active listening skills and activities that I learned a lot to use active listening skills and enjoyable activities in my classes and to facilitate my colleagues' classes.

At the beginning, the day started with a warm-up activity called as onion ring. Later, the same activity was used to show how can we be active listeners. Having the speakers more eager to speak can be done by having the speakers to feel that they are valued and listened carefully. I liked it and I am going to use it because developing active listening skills encourages and makes speakers more eager to speak. In addition, I found a chance to reflect myself to become a more active listener to make my students feel that they are special and treated as an valuable human beings. In addition, I realized that gallery activity might come in handy because every idea gathered together helps having others to understand and show every problem has a solution, by working all together. So, I am going to use it, as well because different ideas gathered together fastens the process to reach the success. Then, listening and drawing activity was also so good that I am going to use it and facilitate my collegues' language classes by conveying these techniques to them because it helps us to show that how much our techniques and methods are useful to convey the language to the learners.

At the end of the day, I realized that giving instructions is not that easy. The instructions of activities that we are planning to do should be clear, simple and aim oriented. The instructions should adress the point why we are doing the activity and transmit what is in our minds to have students to do what we want them to do. As a whole, the day was full of very useful techniques and activities to reflect and adjust ourselves to become better listeners, better English language teachers and better facilitators.