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1-Choose one or two ideas/techniques/approaches /activities you want to try as a teacher :
A.in your classrooms: Filling gaps activity on edpuzzle.
A1-Why? (Benefits/Reasons) : It takes students' attention for being a video. They can improve listening and writing skills while completing the blanks while listening.
A2- How? (Applications) : We can use edpuzzle.com website.

B.in your future PDCs: Giving a list of problems associated with listening lessons and categorising them according to three topics: nature of the listening text, planning decisions and teacher management in the lesson.

B1-Why? (Benefits/Reasons) : This activity is beneficial because teachers usually can not manage the problems as they are not aware of them.
B2- How? (Applications) : I can use a Venn diagram or a mindmap.

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1-Choose one or two ideas/techniques/approaches /activities you want to try as a teacher :
A.in your classrooms:
As a teacher I want to try flipgrid App. Flipgrid is a social learning platform that allows educators to ask a question either through a video or voice recording, then the students can respond in a video or voice recording. Students can write comments in Flipgrid on teacher or student created videos.

A1-Why? (Benefits/Reasons) :
By the help of this app students can improve their digital skills. They gain more self confidence if they hesitate to talk in front of the class. Students can prepare this activity as an interactive assignment at their homes not to take much time in class. They can also monitor themselves as they can start over taking videos. They can correct their own mistakes as well.

A2- How? (Applications) :
Teachers set up an account and create grids, which act as communities for students to work in. Within each grid the teacher creates prompts called topics, and students post video responses to the prompts and replies to each other’s videos.
Their friends will make comments on each video. Teachers can make sessions on how to effectively comment by giving good examples.
Teachers can also differentiate this activity by adding more questions. For weak students they can give vocabulary or handouts.
The best thing about this app is that codes for students can be used to help students access the app more easily.

B.in your future PDCs: I'd like to use the station technique for the problems teachers face while improving the speaking skills of the students.

B1-Why?(Benefits/Reasons) :
With this activity teachers in PDC meetings will be more aware of the reasons and solutions. They will develop ideas of their own or add opinions to their friends' list.

B2- How? (Applications) :

While applying this activity, we prepare posters sticked on a wall with questions on them. And there are two columns: reasons and solutions.
Teachers are divided into groups and asked to write reasons in given time and then go on with the other posters.Teachers will put a tick if they had written the same expression on the poster. On the board I'll write solutions and problems. Then teachers are asked to choose one they like and put a heart next to that expression. Teachers will put a tick if they had written the same expression on the poster.

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1-Choose one or two ideas/techniques/approaches /activities you want to try as a teacher :

A.in your classrooms:
I'd like to try the Parasite activity.

A1-Why? (Benefits/Reasons) :

It's a warmup one that helps students be energetic. When I want to revise some new learnt structures, I can use it.

A2- How? (Applications) :

Students are divided into 3 groups, placed as if they are playing dodgeball. (A- Tellers& C-Guessers) standing a few metres apart from one another, and members of one group facing the members of the other. The members of the third group (B-Parasites) are between the other two groups with a mission to block communication between them.
Group A is given a card on which a sentence they learnt in the last the lesson. ( e.g. Ayla has fair hair and blue eyes.)
Group C tries to guess/understand the sentence or phrase. Meanwhile group B tries to block the communication between the two groups as parasites. They can jump, shout, dance and sing but they are not allowed to move/step or touch members of A and C. The groups change places after each sentence or phrase is guessed, so that every group can become the tellers, guessers and parasites.

B. in your future PDCs:
I would like to try the onion ring activity.

B1-Why? (Benefits/Reasons) :
It helps teachers revise the learnt subjects. It's energizer and communicative. While teachers are interacting, discussing with eachother they try to remember what they have learnt.

B2- How? (Applications):
Facilitator shows what is onion ring activity about by drawing two circles, one is inside another. She shows how the activity will be done on this shape. The ones inside aren't moving and the others are moving to the left.
The number of teachers should be even number while doing this activity.
Each time they move, they will hear a question by  the facilitator.
The questions will be about the past subjects.
Teachers will discuss on the questions in given time.  When every teacher talked the activity is over.

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1-Choose one or two ideas/techniques/approaches /activities you want to try as a teacher :
A.in your classrooms:
I can advise my students the website:
https://learnenglish.britishcouncil.org/skills/writing

A1-Why? (Benefits/Reasons) :

On this website students can find activities to practise their writing skills. They can improve their writing by understanding model texts and how they're structured.

The self-study lessons in this section are written and organised according to the levels of the Common European Framework of Reference for languages (CEFR). There are different types of model texts, with writing tips and interactive exercises that practise the writing skills they need to do well in their studies, to get ahead at work and to communicate in English in their free time.

The students can check their understanding by gap filling, check their writing by doing multiple choice exercises.

A2- How? (Applications) :
I may advice my students to study on this website at home, or I may do activities in classes. For instance, If they want to learn how to write a text message invitation to a friend. They do the preparation task first. Then read the text and tips and do the exercises. When they finish A1 level they can go on with next levels.

B. in your future PDCs:
I'd like to try 'Agony Aunt Letters' activity for my PDC meeting.

B1-Why? (Benefits/Reasons) :
Teachers can recognise the problems with improving the writing skills. They can find solutions and share with the other partners and groups.

B2- How? (Applications) :
Teachers are grouped according to their first letters of surnames. Each group is given a letter from a city in Türkiye. (page 38)
Groups read the letter of its own and try to find three pieces of advice for the identified problem. (Why don't you try.... /If I were you I'd.... /One thing you can do is.....)
After a few minutes, they share the reply letters of solutions with whole class.

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1-Choose one or two ideas/techniques/approaches /activities you want to try as a teacher :
A. in your classrooms:
I'd like to use these websites which are used to teach vocabulary digitally.
https://www.englishclub.com/ref/Collocations/Quizzes/Feelings/
https://learnenglishkids.britishcouncil.org/word-games/daily-routines

A1-Why? (Benefits/Reasons) : By doing online activities, they can learn the vocabulary more easily and better. Using games makes students have fun.

A2- How? (Applications) : Teacher sends students the links via WhatsApp messaging. For example for 6th graders there are seven units having games on the website.

🌟And for the grammar activities I'd like to try the Loom app. So that teacher can apply flipped classroom method. She takes a picture and study on it showing more about it, samples, exercises,etc. Students will watch it whenever they want, but at home, then in their classes they give several kinds of exercises to check the students learnt the structure or not.

B. in your future PDCs:
I'd like to try the analysis activity for grammar topic.

B1-Why? (Benefits/Reasons) : When the teachers are aware of the task types they could be more organized and planned before their lessons.

B2- How? (Applications) : Teachers are given four different tasks. They talk about different ideas to be done, such as classroom management implications, purposes, differentiation. The visual on top shows the whole activities.

🌟And also I'd make brainstorming activity with the teachers about tips of vocabulary some of which are guessing from the context, making revision, using pictures, studying synonyms and antonyms, writing or reading stories as productive texts...

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And for the vocabulary activities, I would choose asking what they need in order  to learn vocabulary better. The answers are given here as a pic.

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PPP and Guided Discovery Methods are used while teaching grammar. 🌟

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PPP and Guided Discovery Methods are used while teaching grammar. 🌟

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I've always been worried about my assessment skills. I thought I don't have enough knowledge about it. I wish I had this training before. So that I could be more familiar with the techniques and strategies.
In today's session, we learnt about the types of assessment: summative, formative, peer, self-assessment, continuous. 😊
We learnt task types and their purposes. For example, gap fill exercises test individual language items and require subjective marking criteria.
We worked on benefits of assessment for the students, (e.g. They can develop strengths and improve weaknesses and be clear about themselves) the teachers (develop teaching skills in long term) and the Ministry of Education (develop new strategies to improve the education level throughout the country)
I liked this activity very much and I will apply it on my PDC meeting.

Furthermore, feedback is so important for assessment.
Within the gallery walk activity, we discussed on why we gice feedback on ( to check whether sts understand or not, focuses on sts' weaknesses and strengths, to promote learner autonomy);
on what we give feedback on (behaviours, exam, ideas, progress, assignments, main mistakes);
how we give feedback (in written and face to face form (shapes, stickers, marking, high-five)
Feedbacks can be done S-S, T-S(individual), T-SS. We can do these by praising, informing, thanking, encouraging, recommending, giving a grade. I will use this activity in my PDCs as well.
We did running dictation activity to assess students' listening and writing skills. In pairs, one of us was the runner who read the given text and ran to the writer to utter what they read and other was the writer who wrote what the runner said. Then we swapped. I want to use this activity in my classes and PDC meetings as well.