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From my point of view, teaching grammar implicitly would be the most beneficial in language classes but there are times we use it in terms of time and the number of students. Teaching can be more effective within a context of meaningful learning activities and tasks that provide the learners with sufficient opportunities to practice the forms in their production. To achieve communicative competence, the instruction should be implicit. Both accuracy and fluency can be given implicitly. For instance, children can acquire their first language without any explicit knowledge about how to put words together to make a sentence. Learning implicitly works similarly in terms of acquiring language. When it comes to the learners, it allows them to make their conclusions and create their conceptual structures. Because of learning with discovery, their learning can be longer and deeper. To sum up, the Implicit grammar teaching classroom atmosphere is relatively active, which provides more interaction between teachers and students through interactive feedback, thus the output of the student is more efficient and accurate.

# data[].attributes.subject
From my point of view, teaching grammar implicitly would be the most beneficial in language classes but there are times we use it in terms of time and the number of students. Teaching can be more effective within a context of meaningful learning activities and tasks that provide the learners with sufficient opportunities to practice the forms in their production. To achieve communicative competence, the instruction should be implicit. Both accuracy and fluency can be given implicitly. For instance, children can acquire their first language without any explicit knowledge about how to put words together to make a sentence. Learning implicitly works similarly in terms of acquiring language. When it comes to the learners, it allows them to make their conclusions and create their conceptual structures. Because of learning with discovery, their learning can be longer and deeper. To sum up, the Implicit grammar teaching classroom atmosphere is relatively active, which provides more interaction between teachers and students through interactive feedback, thus the output of the student is more efficient and accurate.

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I find flipped classroom/learning practical for reading classes. The flipped learning concept provides opportunities for students to gain this prior knowledge before reading the materials.If the material is new to them, then They can re-watch or reread to build foundation of background knowledge. New vocabulary words and concepts are less threatening when students make connections to something they’ve already seen or heard. It makes reading more engaging for students who live in a media-driven and connected society.Morever, flipped classroom model can give the learners’ the opportunity to build higher level of comprehension and improve their critical thinking skills. The learners’ have more time for collaboration, engagement and discussion. -I like the idea of the flip learning makes the students responsible for their own learning.

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I think snack writing would be the most useful one. Because of their age, lower secondary school students have a short attention span. According to some research done in the field that the attention span of modern students keeps shrinking. While the habit of constantly using a smartphone, and scrolling through social media can be considered one of the possible reasons for that. It gets harder and harder for them to write something. Snack writing might be one of the possible solutions to avoid these problems because it is easier for students to stay focused for 30 minutes than it is for a couple of hours. With snack writing, it gets a bit easier to start working because one knows this writing session will be quite short, and because of that simply easier to get through. Once the time is over are also felt accomplished and since in this case of 'snack writing' this state of feeling accomplished reached faster, one is motivated to get the work done.

# data[].attributes.subject
I think snack writing would be the most useful one. Because of their age, lower secondary school students have a short attention span. According to some research done in the field that the attention span of modern students keeps shrinking. While the habit of constantly using a smartphone, and scrolling through social media can be considered one of the possible reasons for that. It gets harder and harder for them to write something. Snack writing might be one of the possible solutions to avoid these problems because it is easier for students to stay focused for 30 minutes than it is for a couple of hours. With snack writing, it gets a bit easier to start working because one knows this writing session will be quite short, and because of that simply easier to get through. Once the time is over are also felt accomplished and since in this case of 'snack writing' this state of feeling accomplished reached faster, one is motivated to get the work done.

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Vocabulary notebooks are one of the most effective ways of helping learners to gain independent vocabulary learning strategies and which is also manageable for teachers. It promotes vocabulary acquisition as well as learner autonomy. One of the most useful ideas is that form interactive vocabulary notebooks. There are parts of word focus, draw a Picture, definition&examples, opposites&non examples and use the words in a sentence. Another idea for that they can form a  vocabulary notebook related to the topics of the coursebook. They can draw a picture next to a word and write the sentences or collocations passed in the coursebook. The last one that would be useful for them is a lexical notebook. It is related to this principle: start a new topic on a different page. This way, you can add new language to each section go along. For example, if the topic of a subsequent lesson is good and a useful piece of language emerges related to work, it would be prudent to go back and record it in the ‘work’ section. For example, if you want to use an expression or chunk don’t remember it. You can look it up on the relevant page of your notebook. They help awareness of the lexical nature of the language and draw their attention to how language is used.

# data[].attributes.subject
Vocabulary notebooks are one of the most effective ways of helping learners to gain independent vocabulary learning strategies and which is also manageable for teachers. It promotes vocabulary acquisition as well as learner autonomy. One of the most useful ideas is that form interactive vocabulary notebooks. There are parts of word focus, draw a Picture, definition&examples, opposites&non examples and use the words in a sentence. Another idea for that they can form a  vocabulary notebook related to the topics of the coursebook. They can draw a picture next to a word and write the sentences or collocations passed in the coursebook. The last one that would be useful for them is a lexical notebook. It is related to this principle: start a new topic on a different page. This way, you can add new language to each section go along. For example, if the topic of a subsequent lesson is good and a useful piece of language emerges related to work, it would be prudent to go back and record it in the ‘work’ section. For example, if you want to use an expression or chunk don’t remember it. You can look it up on the relevant page of your notebook. They help awareness of the lexical nature of the language and draw their attention to how language is used.

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To me, self/peer assesment could fix some problems in my area. In self assessment you take responsibility for your own learning process related to your needs, motivation and time so at the end of it you reflect on your own learning. Moreover, self assessment can increase the interest and motivation level of the students for the subject leading to enhanced learning and better academic performance,  helping them in development of critical skills for analysis of their own homework. When it comes to peer assessment it provides a structured learning process for students to critique and provide feedback to others, also equips them with skills to self assess nad improve their own work. 

# data[].attributes.subject
To me, self/peer assesment could fix some problems in my area. In self assessment you take responsibility for your own learning process related to your needs, motivation and time so at the end of it you reflect on your own learning. Moreover, self assessment can increase the interest and motivation level of the students for the subject leading to enhanced learning and better academic performance,  helping them in development of critical skills for analysis of their own homework. When it comes to peer assessment it provides a structured learning process for students to critique and provide feedback to others, also equips them with skills to self assess nad improve their own work. 

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We have discussed different problems that we possibly encounter during PDC sessions. The first and maybe the most important one is teachers' lack of willingness to participate to the sessions. Not all the teachers know the programme, so they are confused about the process. The first thing we should do is get them informed about the English Together project. Some teachers dont want to act like students, so they will be unmotivated. We should tell them we will learn from each other, and we should be clearly define the roles of the facilitators. Timing is also a crucial part of the sessions. We should choose a suitable time for our PDC implementations.