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Todays' first session was for the meeting with the participants. For this there were two activities.
First one was "my personal star".
I can easily adapt it to my classroom. Especially second graders are always curious. By giving them lots of information about me at first lesson they feel better then. And also by doing this I can learn about them. And also, it can be easily adapted for PDC meetings.
Second activity was actionbound activity.
It was so good for me. After that activity I felt better and more comfortable. I absolutely will use this in my classrooms and PDC meetings. It will be very enjoyable.
Second session was about reflective thinking. Reflection is not just a reflection in the mirror. It has more. When we see something wrong in the mirror we change it or correct it. But first we have to understand " Why it is wrong?"  If we can answer this question we can easily change things.
Todays' most remarkable point for me was this. After this time I always ask myself and my PDC partners "Why?" If we answer this we can make English easy for the students.

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Todays' morning session activities were; draw your name, telephone lines, standing nect to pictures, agree/ disagree with thumb up/down, jigsaw reading and onion ring.
Draw your name and telephone lines activities were bound together. They can easily adapt to classroom activities. Students can draw pictures for the new words and then they talk about them. By this way they can learn words easily and funny way. So it will be permanent learning. It also back up their speaking skills.
Standing next to pictures activity can be used for teaching new words. Maybe firstly I write a word on the board and want them to guess the meaning and they make telephone lines and talk to eachother to get the meaning. And then they go next to the pictures hanging on the wall and stand there.
Jigsaw reading can be used for writing a story. I give eacg group a picture and want them to write a few sentences to describe the picture. Then I mix the groups and want them to complete the missing parts. At the end we stick the stories on the walls.
Onion ring is my best activity for today. It is really enjoyable and can be easily adapted any subject. At the end of each lesson we can make an onion ring and discuss what we've learned.
Also all these activities can be used in PDC meetings.

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This sessions' activities were; chant and clap/act, listen and do, jamboard, flipchart paper group work, adapting activities using framework.
Chant and clap/act  and also songs can be used for vocab teaching, for chunks and so. They are adaptable to almost every subject.
Listen and do activities also appropriate for every subject. But listening should be evaluated and show understanding. Otherwise it has no meaning.
On PDC meetings I can use all of these activities by giving them an example and then together we can adapt it to another subject. We can change or add some different points to them. According to local issues/problems maybe we change it totally.
In the classroom I prepare a plan before the lesson according to my students' level and apply it. After that I evaluate their outcomes and revise the plan.

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Todays' morning session activities were; what we have in commonrace, mentimeter, model and drill, gap fill key issues, evaluating dialogues by using a checklist, adapting dialogues.
Finding incommon with someone is good for ice- breaking in PDC meetings. By this way we can meet and find to talk about and feel comfortable.
In classroom it can be adjusted for the subjects. For example; supposed that ss have learned animal names and "Do you like...?" chunks. Then we ask them to walk and find friends who likes the same animals.
Mentimeter activity good for PDC classes. We can easily share our ideas easily. Everyone just write and publish it on their phones. And it provides us more time to talk about issues.
And with other activities I recognize that I can change something with my methods. I realize that I can add some social language and child friendly context to the dialogues.  By this way my ss would probably think that "Yes, I can use these on my normal day. It is not just for the lessons." I can set the context with my students and add some explanation to motivate them to speak. Because if the dialogues are meaningful for ss they learn easily and eager to speak.
In PDC meetings I can do the same activities and I can share my mistakes with the partners and ask them "What are your thoughts? Do you change anything with your methods?"
In the afternoon session, the activity was "adapting coursebook pages".
Wiith this activity I understand why sometimes I don't want to use the coursebooks. The dialogues are inadequate. After that I add them meaningful context, before start I ask ss some questions about the pictures. Maybe I add some social language to them.
By doing this, in PDC meetings, we can rewrite the dialogues and use it in our lessons. At the 2nd meeting we can talk about it. "Does it work?" "Do the ss more eager to attend?" If the answer is "Yes." then we can adjust it all our lessons with dialogues.

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Today there was so many activities and most of them can be adjusted to the classroom and also PDC meetings.
Swap the seats activity is fun and interesting activity. I think I can use it with different activities for different aims. For example; in PDC meetings we can, may be with a bit differentiation, use it as come together. I mean,  someone says "Swap chairs if you have difficulties in reading activities or listening activities, etc." and the person who stands up and can't sit again tell the problem which he/she has in the class. And we can talk about it, try to find solutions. Maybe take some notes on the board and then pass another question.
In classroom it is also good. Because young learners like actions. After we teach a subject for example animals. We can give them 3 animals pictures and then say "Swap the chairs if you have monkey for ex." And to evaluate we want them to show pictures.
Binglish activity is an interesting activity. In PDC meetings we can use this activity to understand how our ss. feels when they see a text in English. Understand their difficulties.
I don't think that I can use binglish activity in the classes.
Secret phrases activity is good for classrooms. But I can't decide how to use it in PDC meetings.
In the classroom, after learning a few subject I can give ss. chunks/vocabs related to subjects they've learned. And then want them to find which subject is related to their words go and find. And talk with your group for sure.
Shared reading is really funny. It certainly appropriate for our ss. Because it goes step by step. They sit closely and not on the desks so they feel as if they are not in the lesson. It helps them to break the walls against English. Intonation makes them happpy and they wonder about what comes next. Emphasizing the words again and again helps them to learn the words easily and also pictures support it. So with an appropriate story it can be adjusted lots of lesson.

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Today activities teach us how ro overcome some problems in the classroom.
As our students too young they always want ro be active and for this reason they make noise in the class. Bybusing parasites activity we can let them make noise while they revising whta they've learned. For example;
Group A (choosen from strong ss) tell what they've learned at last lesson, Group B (choosen from weak ss) try to understand and Group C (choosen from energetic ss) being parasites. By this way we both remember and let them deenergize.
Another problem is spelling. For this there are some activities that we talked about in todays session. I've already used some of them but "mnemonics" and "look-say-cover-write-chek" are new for me. Mnemonics probably be difficult for my classes but it can be tried again. Second one is easily adapted to the classes. Maybe I can turn it into a competition so my ss do their best to achieve it.
And classroom management is also a big problem. Which mistakes or behaviours can be accepted or not. Till this day I decide this according to my ss weaknesses but today I realize then it gets hard to control it. So the rules are good. We can decide the rules together with the ss. And routines also help ss to know what to do. For ex.: at last 5 min. for the discussion what we've learned today and what to do at home. If this is a routine, then without I say anything, whole class make a circle start to discuss it at each lesson. It prevents chaos.

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For managing the classes we can use settlers and stirrers activities consecutively. To start a lesson with a stirrer activity makes ss deenergized and then we can continue with a settler down activity and more focused ss.
For ex.: lesson can start with "Alphabet Race Activity" when doing this activity we can revise last lesson. After that we can want  ss to assess themselves by giving themselves a smiley face according to the words they can remember.
In PDC meetings we can do "Running Dictation Activity" about the formal assessment stages. The stages written on a paper one by one and sticked around the room. They run-read and dictate to their friends. After all pairs done, we can talk about the stages together.
And again as a pair talk about our own assessment papers. What is good and bad compared to stages. Maybe I can bring one of my assessment paper to the PDC meeting and we can examine it together. Find plus and minus. And correct or improve it.
I think it will be good for all partners. Because When I compare my assessment paper to the stages I find lots of missing parts.
I use clear and simple instructions, varied activities but I don't give a reason or context for the questions, for ex. Most probably my colleaagues do the same thing. So examining the stages and preparing an assessment paper together will be good for all of us.
When it comes to activities " chinese whispers, stop the bus, alphabet race" can be used as a warming up for PDC meetings. Subjects can be chosen related to the PDCs topics.
Onion ring is also can be used for discussion for a subject. For ex., "Discuss with your friends that is it really necessary to provide children varied tasks for assessment?" Give them 1 minute for each pair.
Mind maps for " What can we do to improve our assessment's criterias?" After draw a map we can compare it to the stages of assessment.

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The benefits of being in a PDC is improving myself. I can revise my teaching methods, evaluating techniques etc., think about them and see my weaknesses and have a chance to make them correct.
Throughout the training I've met lots of people from different cities. I've learned from them and teach them also. Sharing is good for us. After I turn my city, I can contact them and get ideas for both PDCs and classroom activities.
Thanks to the activities we did during training I know what to do in PDCs. Before training I have some concerns but now it is okay for me. We just come together and share our ideas to make teaching better.