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There are various teaching techniques. In our lessons, I realized common themes and unique aspects in each activity.Working in groups, interacting with peers and synthesizing information were consistently the relevant tasks.These components were important in developing a sense of shared responsibility and expertise among students.
Certain activities included less important tasks, such as hurried class discussions or first brainstorming sessions that needed more detailed instructions. Recognizing these less effective elements highlighted areas for improvement and adaptation in future implementations.
The most interesting aspects across all techniques were the opportunities for creativity and diverse perspectives. Whether through artistic expression in poster-making or dynamic discussions prompted by the 4 Corners activity, witnessing the variety of student approaches proved engaging and enlightening.
To enhance these techniques, adaptations included incorporating structured reflection components, introducing peer-review elements, and providing clearer instructions during certain phases. These adjustments aimed to improve learning outcomes and address specific challenges observed during the implementations.

Collectively, these teaching techniques reinforced the significance of student collaboration, diverse perspectives, and interactive learning environments. The experiences will influence future lesson planning by integrating more collaborative activities, emphasizing creativity, and fostering an inclusive classroom culture where students feel empowered to express their opinions openly.

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Today's lesson on abilities and disabilities vocabulary was insightful. The chain drill was effective in practicing the use of "Can" and "Can't." As the chain progressed, each student had the opportunity to express their abilities, creating a supportive learning environment.

The whole class drill allowed for repetition, reinforcing the new vocabulary. Students seemed more confident as the activity progressed, and their responses became more spontaneous.

Peer-to-peer communication was a key highlight. Encouraging students to ask each other questions fostered interaction and provided a practical application of the dialogue. It was heartening to see students engaging in conversations about their abilities with enthusiasm.

The survey activity added a real-world context to the lesson. Students actively participated in asking and answering questions about their classmates' abilities, promoting both language use and social interaction.

In summary, the combination of chain drill, whole class drill, peer-to-peer communication, and the survey activity created a well-rounded lesson. Students not only learned the vocabulary but also practiced using it in various contexts, promoting both language development and interpersonal skills. The lesson successfully integrated language learning with meaningful communication.

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Today is spelling session led by our trainer was well organized and also our trainer Burcu got enhanced our spelling skills.
The facilitator started to order the word spelling.The tasks were strategically organised beginning with "Look, cover, say, write, check"  method with active participation. This task helped us understand and practice spelling step-by-step.
Each task had a specific goal about spelling with "Word Search" or "Peg Spelling Game". These games make the learning experience enjoyable.
In order to apply these concepts in a PDC meeting, I would have to make sure that the task materials I prepared beforehand matched the goals of the meeting.
For every task, I would lead the participants through the exercises give clear directions and lead discussions about spelling techniques.
It is essential to be ready to handle any questions or difficulties that may come up while doing the assignments.
This stage is best suited to the hands-on spelling activities, which promote skill development and real-world application.

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Our primary school English instructors find great satisfaction in teaching about brain breaks, particularly in the form of stirrer and settler activities.It's about bringing energy and attention to the situation, not just controlling disorder and also controlling the energy flow of students during the activities. My new favorite activities for the classroom are stirrers and settler questions. Maintaining a lively atmosphere is just as important as preventing meltdowns. For English teachers, finger breathing is a perfect way to introduce mindfulness. It's not only about language; it's also about stress management and creating a supportive emotional atmosphere. It might be beneficial for our community to talk about how to incorporate these peaceful times into our daily lives.

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We discussed advanced formative assessment techniques for participants with experience. Comprehensive talks, case studies from classrooms with experience, and group workshops utilizing conventional teaching tools were a part of the planning cycle.They have the chance to exchange ideas and improve their formative assessment techniques as a group.We began with fundamental ideas. Practical workshops, fundamental assessment instruments, and step-by-step instruction with instructional materials were all part of the planning cycle.The goal is to create a supportive environment for experimentation and learning. It provided  printed handouts summarizing key points about formative assessment for groups. Include practical tips, examples, and references for further reading.For interactive talks and group problem-solving sessions, we used posters and markers.Our trainers prepared materials for hands-on group activities, such as hidden papers for collaboration and creativity.We analysed the formative assessment techniques such as multiple choice cards, thumbs up-thumbs down, traffic lights, success criteria.We provided feedback forms to gather insights on the effectiveness of the PDC. This method allows participants to share their thoughts on the session.