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In the morning session we worked on reflecting cycle and reflection process, and also collaboration and team work using some activities along with the ActionBound app. With the reflection cycle we shared our thoughts and the challenges that we came across. I really liked the rhyme to draw attention which I will definitely use in the classroom. The treasure hunt created excitement among us. We took videos and photos and upload to the app according to the codes that we used to get the instructions. It was fun but it is quite hard for me to apply it to the classroom as the students of mine are too young to use mobile phones or any other smart devices in the school. However it will be benefical for me to use it in the PDC sessions.Apart from all we created a padlet and learned to use it during the process. It may be a good way to get reflection from my collegues after PDC sessions.For the classroom I can use padlet to make students to upload videos for speaking skills and write their ideas for writing skills.

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In the afternoon session we discussed about PDC such as the aim of it and what are the responsibilities of a PDC facilitator. We played a Kahoot game for evaluation and taking feedback. We can implement Kahoot for the classroom to evaluate,take feedback or to assess grammar and vocabulary knowledge of students. We also made a reflection by drawing faces. It may be useful for our students who may feel uncomfortable to express their ideas individually with words at the beginning. The jigsaw activity promoted collaboration with our teams. We can use jigsaw activity to develop listening and writing skills. It may give a safe zone for the learners to work with team and they will not feel overwhelmed with the whole task. Indeed, completing just one task with the team encourages people to attend the learning process. I think it is both accurate for colleagues and students. We also made a role-play as a facilitator and journalist. Role-play will enrich our classes in the field of speaking skills by creating a persona. In addition to all, we discussed the ice breakers that we use and work well. In the last session, we talked about what PDC plan is like and made a brainstorm. It gave an idea how to implement our activities into the plan.

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1)At the start I was unsure about the children focus on the meaning of the situations rather than paying attention to words and grammar. As I thought that children just focus on the words with the imitation.But when you gave an example of your daughter, I recognized that children mainly focus on the situations.
2) At the beginning I was %100 sure that children can learn language more easily than adults and teenagers. I did not pay attention to the word 'learn', I just focused on the process of our brains,their working cycle, and the importance of being exposed to a new language at an early age . I thought that fresh brains can get easily what they are exposed to. However, when you underlined the word learn, I said ' Ok. They are not learning easily but they are acquiring easily'.
3)Children should be taught grammatical structures is one of the ideas that I do not agree and the one which we are on the same page. Instead of grammatical structures, they can use chunks to start interaction and communication. Their sentences may not be correct grammatically but she/he can still gives the message to the others. Focusing on grammar will hinder students' ability to express themselves and lead to a widespread feeling of failure.
4)In order to perform the instructional scaffolding method, I can enter the lessons/sessions using warm up activities and chunks. As for young learners pick up language with chunks, I can use them in the seek of teaching and also for classroom management when their attention is drawn to the activity. Learning objectives should be clearly stated to participants, and information can be given about what that session is about and what will be done. For younger learners I think it is enough to state what is new to learn with simple sentences such as 'Today let's have some fun about animals!'. while you can give detailed one as a facilitator.  After warm up activities and stating objectives clearly or simply, I can go on with jigsaw reading. By jigsaw reading, the participants/students will be more communicative and collaborative. I can adjust and apply the difficulty of the reading text according to the group I am addressing.By applying the questionnaire before and after the sessions, the opportunity to learn the thoughts and ideas of the participants can be obtained while adapting to different levels. While I can prepare a questionnaire on pets or wild animals for students, I can also prepare one for teachers about teaching. As for Using Visuals, it can become interesting for people who are successful in different intelligence types. I can draw attention both as a teacher and a facilitator and visuals will provides a good opportunity to discuss different ideas.

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Thanks for giving us time to have some coffee in the evening:)

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1) After today's dialogue session, I realized the importance of starting dialogues with small parts. I learned that starting with small pieces, first doing demonstrations, then including students, class groups and pairs, and finally individual work would both make the class more active and facilitate student participation. First of all, we can increase the self-confidence of students with real-time dialogues and drills. With enough repetition and exercises, we can provide the courage to speak to students who are shy and embarrassed alone.I realized that we need to pay attention to the real-life orientation of the context of the dialogues and the appropriateness of the target language used to the grade levels. The dialogue must be natural and and meaningful with the context.
2) With the dialogues we provide a chance to our students to gain a self-esteem to speak. And as primary students they need real reasons to speak and to understand the meaning, we can enrich the activities to promote them with dialogues as initiators by small drills. Also without not totally focusing on pronunciation, the students will learn how to make stresses in a speech indirectly.

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1)I think Shared Reading is a suitable procedure to use with L2 children. With SR we as teachers can be a model to the reading process. Teacher draws the attention to the story and promote the early reading behaviors such as moving from left to right while stressing the words one by one while setting an example for the word matching with the illustrations of the story. While creating a safe atmosphere for the students to read along with us, we can help students to develop reading skills with support. This also provides an enjoyable experience for the students as we did in the class by making some sounds of eating and exclaiming the speech bubble part. By recalling some phrases from the story students can comprehend key words or sentences which are proximity to life just like the sentence 'I'm very hungry' in the A Very Hungry Caterpillar story. So the students can develop their comprehension skills along with the bottom-up skills.

2) I found reading activities particularly interesting as I understood that reading is not just the process conducted by teachers at one time. It requires pre-reading, while reading and post-reading processes and activities. To be honest, I didn't divide classroom into the pairs while reading. But today I saw from the true/false reading activity, I can give certain tasks for each member of the pairs then they can exchange their answers and it will enable peer learning. Just like the father supporting his girl to ride a bike, I am not at the center while reading. Students should read indeed. And reading aloud doesn't work unless we would like to add more anxiety to the students dealing with their pronunciation. I recognized that I was mostly dealing up with top down skills, but I need to add more bottom up skills to my reading activities. After this confession, I can say with peace of mind that I would like to explore more about reading:)

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1)I can use settler and stirring activities in my own PDC sessions to manage positively. Using settler and stirring activities by paying attention to their order will increase the motivation of the participants. While setting up activities, I need to prepare the environment for the activity. I should give the instructions with short and clear sentences using anchoring, check the instructions to make it clear the steps of the activity, make a demonstration and example about it and give a time limit. After these steps, I need to give out the materials and observe /assist the participants if needed. I should give clear feedback to the participants.One of the tips I learned today was that I should pay attention to the activities being achievable and fun. I can try to make 'a positive backwash' with differentiated activities.
2)I realized that participants' and facilitators' behaviors are equally important along with time management,getting and giving feedback, setting up and managing activities. To manage Feedback, negotiation can be done with the participants first with clear rules. A contract that is binding for both parties can be prepared and signed between the facilitators and the participants. And we can clearly explain the responsibilities. In case of an undesirable situation such as the participants not wanting or hesitating to give feedback, we can try to assist and encourage them. For us as facilitators, we should manage Feedback with being clear and positive.

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1)I think sharing ideas with teachers in the same local area will make it easier for us to share the same problems or examples of good practice we face. Being in a professional community with teachers working in the same local area will give us the opportunity to help and act together.The problems faced by people working in the same regions are generally affected by many factors such as demographic structure and socio-economic level. For example, I work in an immigrant-dominated area and face the same challenges as my colleagues at the other school. I know that when we are developing together in a professional community, we can share the solution proposals we find more easily. Perhaps working in the same region will help us see how different teachers approach similar circumstances.
2)After the PDC session, I plan to create a Padlet for teachers that we can share together. Thus, everyone in the group will share their work and activities with other group members, and it will make it easier to benefit from the good applications.Thanks to the established network, information sharing will increase and it will facilitate information exchange for teachers with different experiences and experiences.
3) I think I realized the important points that I should pay attention to while organizing PDC sessions. In particular, I need to specify the objectives of the course and make sure that the objectives are visible and in the same place in the training space. This will give participants an idea of what we will do. In order for the venue we will choose to be a classroom and for the participants to participate in the activities, I need to pay attention to the appropriate classroom layout and materials. By using settlers and stirring in activities, we can ensure active participation of participants. The activities we will do should be applicable in the classroom, we need to make the teachers feel that these sessions will be beneficial for them and the students in the classroom.While planning, I should determine the time limit and inform clearly and clearly about what will be done in the sessions and in the process after the sessions.And each one is an example for us in the current PDC sessions. Thank you very much for your support and the new information you have added to us.