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1. I think using online tools is very positive. Because the students are very enthusiastic about individual activites like that on the net. Padlet is very effective tool. Penzu, Word press, blogger, live journal can be used. Especially the students who don’t like writing can find it is like a game. Students are mostly integrated with the subject. They need to search and organise their ideas.
2. I think my favourite idea is developing cut ups in order to rearranged a new text. Snack writing is my best. Because you feel free and plesant. It can be very imaginative. This writing approach is slightly short and have basic topics. Students can find it enjoyable. It has less preasure and lots of online support. They can show their creativity.
3. My collegues like creating poster most. They find it very adaptable. This activity improve collaboration. It is a productive way of exploring new ideas and it protects the team spirit.

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Welcome to the course! Gamifying writing with snack writing is a great idea, you can make it digital and / or collaborative. Glad that you enjoyed creating a poster together, this is a good way to capture everyone's ideas for teacher collaboration purposes - use it with your PLCs!

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1. I think coursebook listening activity is good but it isn’t enough for my students. It’s limited. We sometimes need extra activities for different levels. On the other hand, the coursebook is a good source, students can easily reach them. It’s limited but it can be adapted easily. The students can do similar activities with other friends studying another schools. They can share information with each other.
2. Authentic listening material is the best source if we want to differentiate the students in our classes. It serves as a great opportunity for the weaker students to improve their listening skills. We must do a good preparation. We pay attention to the pre-while-post activities. Also authentic listening activities are entertaining that  students may be integrated easily to the topic and be more motivated for the lessons. Because they are related to the real life. Authentic Texts are uptodate so they are very interesting for the students.
3. We can develop instruction-based learning. We give some basic instructions then students listen and act out. We may choose some lifelike listening activities like listening to weathercast, news or documentary etc.

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1. I’m a fresh teacher, but i will return to my school with really good knowledge of speaking and listening activity skills for our students and i m keen on adapting them to my class. Some ELT teachers especially the experinced one may not be show enough care to this project. Because they always want everybody think that they know the best. So they may think that the all of these methods are inapplicable. But in reality they don’t know how to integrate listening and speaking activities into their classes. We must encourage our teachers that we can deal with the problems cooperatively. We can digitise and differenitate the tasks as creating pre-while-post speaking activities that we learnt today.
2. For example, teachers may come across some instruction and activity rule problems while doing the activity. Students may not understand the Rules clearly or the instruction may not be given clearly. We must give them explicitly. Vocabulary must be taught before the activity and the structure must be suitable for the students’ level. Another problem is the L1 interaction. We must come to an agreement with the students that we speak only in English in our lessons. The other problem may be time management. Teachers are need to set the time before doing the activity. Too much teacher interaction can lead to demotivation among the students.
3. I thing today’s best idea is feedback. We must know how to give feedback to our students while and after speaking session. Immediate feedback is important for learning process. Real life topics are always entertaining for students in speaking activity. So we make sure that they are motivated for the task from the beginning till the end. They feel comfortable about sharing the ideas. At the end We must guide students towards selef-correction.

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1. Today we learned how can we design a reading activity in our lessons for both weaker and stronger students efficiently. We must use  some differentiation options. First of all we need to teach students sub-skills and we have to develop some special sub-skills. There are 4 tasks; Pre-reading tasks, Gist tasks, Detailed tasks and post-reading tasks. The other method is flipped-learning. We can flip the class in order to do more meaningful and creative activities in the classroom. We can give the opportunity to practice and develop their lingusitic abilities. The reading must be done at home by the students. The can use technology that encourage autonomous learning.                                2. We use This methods to solve the reading problems inside our classroom. We can create learner-centered reading lessons. We should involve all the levels of students. This activate students more and take the burden from teacher’s shoulders. Reading is a settling activity, so We need sone energisers. All the students can activate their background knowledge and provide student engagement.                         3. I can design my reading lessons with flippedlearning activity. As I know reading is a written language. First of all, I’d told my students to read the text before they come to the class. They can use digital device to search anything about the text. But I know that some are wouldn’t read the text before. This doesn’t matter. We switch the roles with my students. My aim is to turn the learning upside down. Students  behave as teachers. Teachers gives comprehensible input and students practice as much as they can. We begin the lesson with flashcards to pre-teach the key vocabulary. We can use realia to encourage weaker students. We start with brainstorming   e.g I ask students about their feelings when they come across with that situation in the text.

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1. Today we learned teaching grammar rules and how to adapt these to our students. Method A is PPP (presentation-practice-production) and Method B is Guided discovery (discovery-practice-production). We can stage the lesson and decide on whether the focus is on accuracy or fluency. There are 3 kinds of activity; freer activities, guided activities and controlled activities. Freer activity involves students producing language using the target content freely. Guided activity is to be completed in class activity. It’s a process in which students advance their learning guided by more experienced partners or sources. For example, illustrations or drawing projects, experiments, and writing assignments. Controlled activity is that students practice the new language in a limited form.

2. Explicit knowledge of grammar is very important, as it gives us more conscious control and choice in our language.’ Younger students can or language is organised to make meaning and communicate effectively. Young learners enjoy very different types of tasks

3. We need to plan lessons that allow the students to see the concept being used in a real-life context.  Eventually, the students should be asked to use the language in open-ended and creative scenarios, but before that can happen, they need to have a very good understanding of the concept.

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Today I learned that vocabulary is the key to use language skills. The more words students know, the better they understand the text. First you can say the word correctly. Teacher gives a student-friendly definition. So they can easily remember the new word. You can write the word correctly. Spelling is important.

Supporting students how to recognise new words. We can play games with cards like matching games activity. You can reinforce them to remember the new words. For example students can stick the words on English corner in our classroom; this is my “words of the day” activity. You can make them use their new words. Students write their own sentences. So they’ll learn how to use their new vocabulary in a context. You can use graphic organisers or such visual things. You can enrich students' vocabulary by providing visual and realia tools is a valuable resource. For example; word map is a visual organizer that promotes vocabulary development. Briefly, students notice the new vocabulary when they meet several times with these words. They get the meaning by activities. Then they activate them when they produce something maybe sentences, paragraphs, comments, essays etc with the new words. Students can create their own dictionary with personal organising awareness.

Feedback can be given verbally, non-verbally, or in written form.
Feedback is an essential part of learning, but not all of it is productive. Providing students with meaningful feedback can enhance their learning and achievement. When people are trying to learn new skills, they must get some information that tells them whether or not they are doing the right thing. If you want to give a productive feedback;
-Feedback should be educative.
-you must be sensitive to students’ needs.
-you must be as specific as possible.
-the sooner feedback, the better feedback
-students shouldn’t  be monitored too closely
-feedbacks must help them progress toward their final goal.
-Feedback should reference to a specific knowledge.
-you should present the feedback carefully
-you should involve learners in the process.
-you must give genuine praise.

A learned-focused feedback is my best. Because a learning-focused feedback emphasizes on what students do with feedback comments, rather than the comments themselves.

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We learned various assessment tasks. Assessing students in meaningful ways can help motivate and empower them. Assessments help you shape the learning process at all points and give you insights into the student learning. Using assessments as feedback is powerful. The assessments must be timely and related to what teachers are actually teaching. In our classroom, assessments have one of three purposes:

Assessment “of” learning (grade-based) Exams

Portfolios, Final projects, Standardized tests etc.

Assessment “for” learning (ongoing and actionable) formative assessment, diagnostic assessment.

Assessment “as” learning (student-based) Self-assessment, peer assessment etc.

Final and summative/formal assessments only assess the learners.

To conclude, I believe that assessment should not be used to threaten or discourage students. It should motivate them to improve their language abilities and to make a meaningful progress. With continuous assessment, the teacher can make students notice their own strengths and help them improve their weaknesses and learning problems.

How can progress be assessed?
-by listening to students conversations in class.
-test results.
-observation and interaction.
-portfolio works.
-individual feedback
-giving students questionairre.
-self assesment and peer assessment.
-teacher collaboration
-compairing with other experiences.

Criteria is to state whether an outcome has been achieved or not. Success criteria are linked to intended outcomes and targets.
We need to have success criteria because,
-to notice that how well sth is working
-to recognize achievements.
-to set standarts and how well these are met
-to measure progress and performance.
-to identify areas of development and improvement.
-to have evidence-informed evaluation.
-to give focus
-to set action planning
-to monitor how well goal-focused they are

Success criteria has to be clear and conscious for students. When a student has completed the task of that lesson they can reflect the success criteria if they achieved all the goals of the lesson. students will feel a sense of achievement and self-confidence about knowing they did what was asked of them for that lesson.