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It was the first day of the programme. The first session was about "reflection" and the other two sessions in the afternoon were about PDC.
As a participant I learnt different things even the first day of the programme. Especially the activity implemented via Actionbound was very different and remarkable. In the afternoon we drove in what PDC is and learnt how to plan a PDC.
I want to implement get to know activity (the star activity) to introduce myself to participants, gallery wall which was on a facilitator's video to let partners to share solutions they mention.

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In this session we reviewed the first day then we started with the learning objectives. The most important objective was "to identify characteristics of young learners".
We implemented several activities such as draw your name, telephone lines etc. I liked draw your name mostly and I can implement in my PDC.
I can also adapt Agree/Disagree activity to my PDC to recognize and share solutions to the possible problems.

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The content of the session was "developing oral skills". In this session the facilitator is like an orchestra chef. Because he needs to set up learning outcomes and arrange activities to enhance the oral skills with listen and do, total physical response activities and songs and chants etc.
The facilitator needs to set up tasks for listening and identifying. While setting up the tasks he needs to think about strong and weak students. So the activities will be appropriate for all the learners.

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In the morning session of third day we deal with "developing oral skills" via dialogues. After finishing the session my ideas about teaching young learners changed positively. Teacher can evaluate and modify the dialogues in the coursebook according to the these criteria; context,natural language, clear and meaningful reason and length of speakers' speeches. Teacher can also some techniques like drills, scaffolding, back chain, group repeatation. So all students can be included in the lesson and feel free to participate activities.
For PDC meetings coursebook evaluation with a check list for using dialogues can be used. PDC participants can be asked to bring one of their course books and to evaluate a dialogue. They can also be asked to modify the dialogue or prepare new version of it.

In the afternoon session of the third day we went on to deal with "developing oral skills" via dialogues. We realised that it is possible to match the stages of the session with stages of PDC cycle. With "adapting coursebook pages" reflection and engaging stage of PDC cycle can be managed. While preparing a lesson plan for dialogue participants of PDC can acquire identifying the possible stages of lesson plan with a dialogue. They can also acquire demonstrating what a lesson plan (using a dialogue) would look like.

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In the morning session of fourth day we deal with "learning to read in a foreign language". The learning objectives were;
-to realise how it feels to be a beginner reader again,
- to identify factors which affect reading in a second language.

The trainer showed us a sample text written in backwards and asked us to try to read it. Then the trainer asked us to think of our secondary school years and think on our first reading experiences in English texts.
The steps followed by the trainer was;
- warm up (Leonardo da Vinci's backward saying),
- to make pairs and choosing readers and observers,
- to give them handouts,
- to ask to find a place no to disturb others and hear the reader,
-To the Reader = asked not to look at the original form of the text and to start on the same time.
- To the Observer = ask not to show the original form of the text, keep it secret and note down the mistakes.
Then the trainer asked questions to all of the participants to discuss the situation.

In the afternoon session of the fourth day we went on to deal with "developing oral skills". In my opinion "shared reading" is a very useful and affective way to encourage students to read in a second language. So it is very suitable procedure using with second language young learners. Because it is very interesting for students. The text is original. There is a child friendly atmosphere. So students can be more relaxed and confident. They can also take part in reading activity actively. It is also motivating for them.
In the afternoon sessions as the of participants we made a group work. All groups prepared example for shared reading. It would be really interesting to learn out these activities because they can be very useful activities for students. Especially "Word Recognition" and "Bingo" activities are very useful. Because while implementing the activities students very interactive. They also included in the lesson.

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On the fifth day, in the morning session the topic was "support with spelling". After warmer we talked about "mnemonics" and give some examples like diarrhoea, onomatopoeia etc. Then we did some sample exercises for spelling activities for example "Look, Say, Cover, Write and Check".
In the second session we discussed on classroom management and its definition, categorised responsibilities, routines and rules.
Maintaining a balance between students' behaviour and acceptable behaviour can be a great problem. It can cause difficulties and challenges that teacher face. For instance;
- too much noise in the classroom,
- not confident students

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In the morning session of the sixth day of the programme we discussed about "stirrers and settlers". We implemented "Chinese Whisper, Stop the Bus, Alphabet Race and Onion Ring" activities. I can use all of the techniques stated here all of them are very useful but my favourite is Alphabet Race because it is a group activity, all of the members of group are interactive and a little bit challenging. I can also use the activity in my classes with my students.
In the afternoon sessions we discussed assessment, types of assessments, developing and evaluating assessments and "Child Friendly" tests. We discussed on some sample of good samples with the groups and we evaluated a sample test for third graders and reorganised it according to "Checklist for Child Friendly Test." It is now possible us to evaluate a test more effectively after this part of the session.

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After morning session of the seventh day assessment and evaluation of text or exam changed in a positive way. We can use two main ways of feefback; they're evaluative and informative.
Evaluative feedback is evaluating in general way and there is judgement. Informative feedback is longer, gives more information and contains "specific" information.
We also discussed five different ways of formative assessment (3-2-1, Multiple Choice Cards, Thumbs up Thumbs Down, Thumbs Middle, Traffic Lights and Success Criteria). I liked 3-2-1 most among the other techniques because it contains both writing and speaking skills.
For the afternoon session of the seventh day;
I think being in PDC programme provides me to:
- collaborate with my peers,
- sharing different ideas and activities,
- try to solve shared problems.
To benefit from the networks l built, I will keep in touch with my new networks. I will try to share and cooperate with them so I'm planning to get max benefit.
In PDC sessions we can find the chance how to conduct a PDC session, to discuss what kind of challenges we can have and to handle with these challenges.