# data[].attributes.headline
1. There were many interesting activities and techniques in today's listening and instruction sections. A listening activity has three sections; pre-listening, while and post but the teachers focus on while-listening activities most of the time. Nevertheless, preparing the context of listening is an important part of the listening activity which the teachers miss most of the time. I, personally, didn't pay much attention to this point. This was new for me. I will pay more attention to pre-listening activities in my future lessons. "Katy's Journey" active listening activity was very interesting and new for me. It was also very surprising to notice that we can turn our memories into very authentic and enjoyable activities. Another surprising epiphany was understanding how important giving instructions can be before beginning an activity. I comprehend that instructions are key to structuring a good activity. The instructors should introduce the instructions in an interesting way, draw all the students' attention, use simple language, and give steps in a logical order. They also do a demonstration, give crucial points, and check if students understood the instructions. At this point, using ICQs helps teachers check if the students have understood the instructions.  

# data[].attributes.subject
1. There were many interesting activities and techniques in today's listening and instruction sections. A listening activity has three sections; pre-listening, while and post but the teachers focus on while-listening activities most of the time. Nevertheless, preparing the context of listening is an important part of the listening activity which the teachers miss most of the time. I, personally, didn't pay much attention to this point. This was new for me. I will pay more attention to pre-listening activities in my future lessons. "Katy's Journey" active listening activity was very interesting and new for me. It was also very surprising to notice that we can turn our memories into very authentic and enjoyable activities. Another surprising epiphany was understanding how important giving instructions can be before beginning an activity. I comprehend that instructions are key to structuring a good activity. The instructors should introduce the instructions in an interesting way, draw all the students' attention, use simple language, and give steps in a logical order. They also do a demonstration, give crucial points, and check if students understood the instructions. At this point, using ICQs helps teachers check if the students have understood the instructions.  

# data[].attributes.headline
2. I prefer using authentic materials in the lessons. At first, these materials are real, not artificial. They suggest a context which makes listening more meaningful for students. They became familiar with various accents. These materials are more interesting for students as they may share more common points in their own lives. Therefore, they develop English language skills which can be useful outside the classroom as well. Authentic materials are also easy to find both for teachers and students. 

# data[].attributes.subject
2. I prefer using authentic materials in the lessons. At first, these materials are real, not artificial. They suggest a context which makes listening more meaningful for students. They became familiar with various accents. These materials are more interesting for students as they may share more common points in their own lives. Therefore, they develop English language skills which can be useful outside the classroom as well. Authentic materials are also easy to find both for teachers and students. 

# data[].attributes.headline
3. I would like to use all of the activities we learn in today's sessions. They all combine active learning with fun, motivation and enthusiasm. To mention a few, I can use opposing chairs activity; back-to-back dictation technique, both with my students and in a PDC. Because in this activity, the learners activate more than one skill. Even if this is a listening activity, the learners also take notes and practice writing, read the whole text and practice reading, and speak to each other to solve the last question in the task. Moreover, the learners chance place get to study with different partners and be physically active which contributes learning process. After all, it is fun to do this activity and to use the technique; when a learner enjoys doing sth they learn it better.  I can also use "The Liar" activity, both lessons with students and PDCs. Because this activity reinforces active listening. The learners should listen very carefully first and involve in the activity. It also enables practising vocabulary such as synonyms or antonyms.  Moreover, it can be adapted to any text; easy to prepare and practice. 

# data[].attributes.subject
3. I would like to use all of the activities we learn in today's sessions. They all combine active learning with fun, motivation and enthusiasm. To mention a few, I can use opposing chairs activity; back-to-back dictation technique, both with my students and in a PDC. Because in this activity, the learners activate more than one skill. Even if this is a listening activity, the learners also take notes and practice writing, read the whole text and practice reading, and speak to each other to solve the last question in the task. Moreover, the learners chance place get to study with different partners and be physically active which contributes learning process. After all, it is fun to do this activity and to use the technique; when a learner enjoys doing sth they learn it better.  I can also use "The Liar" activity, both lessons with students and PDCs. Because this activity reinforces active listening. The learners should listen very carefully first and involve in the activity. It also enables practising vocabulary such as synonyms or antonyms.  Moreover, it can be adapted to any text; easy to prepare and practice. 

# data[].attributes.headline
1. Teaching speaking in English is one of the most difficult skills out of the four. Because a speaking activity involves more than one participant. So, the learners are afraid of being judged and they feel less confident in speaking. As a result of this, they may never attempt to speak or extend their speaking time.  In today's jigsaw activity one of the Maximising Speaking" videos was about building students' confidence before speaking, they said that people only talk when they feel like it, and the students speak only when they want to.  They suggest four main features that are useful for building students' confidence; feelings, confidence, modelling, and thinking time. In our sections, we already talked about modelling. Think time was sth new for me. He suggests allowing ss more time to think and not feel rushed. In this video there was also an interesting fact about the importance of feeling; they quoted that "[e]ffective communication is 20 % what you know and 80% how you feel about what you know" (Rohn, 5,07 min. https://www.youtube.com/watch?v=2O7bhGeypP8&list=PL6U1IWHaVOwu0m1Hh8xa5lAQWIPtMxcTE&t=79s). Communication is not only about what we know so the teachers should involve the feeling to extend speaking time. When the teacher considers ss feelings and brings activities of interest, model clearly and allow thinking time this increases their confidence. I will consider these in my future lessons in case they are not motivated to speak because of their lack of confidence. Even if lack of confidence is one of the most common problems in teaching speaking, in my context it is "need". Until now, I strictly follow course books and play some games or standard extra activities, whole classroom teaching techniques to make lessons more interesting. I use standard sentence structures and get them to use them. However, I realized in today's morning session that I miss the point that these standard sentences may not arouse curiosity in students. They already know each other and they don't feel the necessity to ask and learn. I was wondering what was the problem behind the lack of motivation as I tried to encourage them to speak, give positive feedback, correct their mistakes in a covered way, make them feel relaxed in the lesson, be tolerant of their mistakes and use all of the possible opportunities to use English inside and outside the classroom to model them. But I did not realize that it might be curiosity. In Turkey, it is a common problem in teaching speaking to create some necessity, as they can see all their needs in their mother tongue. I consider this as a big problem causing a lack of motivation and very difficult to overcome. However, now I see that using various activities and techniques may help teachers create a feeling of necessity. 

# data[].attributes.subject
1. Teaching speaking in English is one of the most difficult skills out of the four. Because a speaking activity involves more than one participant. So, the learners are afraid of being judged and they feel less confident in speaking. As a result of this, they may never attempt to speak or extend their speaking time.  In today's jigsaw activity one of the Maximising Speaking" videos was about building students' confidence before speaking, they said that people only talk when they feel like it, and the students speak only when they want to.  They suggest four main features that are useful for building students' confidence; feelings, confidence, modelling, and thinking time. In our sections, we already talked about modelling. Think time was sth new for me. He suggests allowing ss more time to think and not feel rushed. In this video there was also an interesting fact about the importance of feeling; they quoted that "[e]ffective communication is 20 % what you know and 80% how you feel about what you know" (Rohn, 5,07 min. https://www.youtube.com/watch?v=2O7bhGeypP8&list=PL6U1IWHaVOwu0m1Hh8xa5lAQWIPtMxcTE&t=79s). Communication is not only about what we know so the teachers should involve the feeling to extend speaking time. When the teacher considers ss feelings and brings activities of interest, model clearly and allow thinking time this increases their confidence. I will consider these in my future lessons in case they are not motivated to speak because of their lack of confidence. Even if lack of confidence is one of the most common problems in teaching speaking, in my context it is "need". Until now, I strictly follow course books and play some games or standard extra activities, whole classroom teaching techniques to make lessons more interesting. I use standard sentence structures and get them to use them. However, I realized in today's morning session that I miss the point that these standard sentences may not arouse curiosity in students. They already know each other and they don't feel the necessity to ask and learn. I was wondering what was the problem behind the lack of motivation as I tried to encourage them to speak, give positive feedback, correct their mistakes in a covered way, make them feel relaxed in the lesson, be tolerant of their mistakes and use all of the possible opportunities to use English inside and outside the classroom to model them. But I did not realize that it might be curiosity. In Turkey, it is a common problem in teaching speaking to create some necessity, as they can see all their needs in their mother tongue. I consider this as a big problem causing a lack of motivation and very difficult to overcome. However, now I see that using various activities and techniques may help teachers create a feeling of necessity. 

# data[].attributes.headline
2. I’d like to try all the ideas, techniques, and activities from today when I return to my school. Even if my students' levels are low, the activities we learn today can be adapted according to different levels. They are fun, interesting, easy to prepare and use in practising speaking English. “Hidden word” warm-up activity can also be used as a main speaking activity in the classrooms. For instance, it can be adapted to daily routines, physical appearance, words related to breakfast and many more. It can be a good warm-up activity after learning the related vocabulary or the main activity to practice these main words. Students would definitely enjoy it because they are very keen on competitions in my school. Flipgrid can be given as project work or homework. Teenagers are better than adults at using technology as they were born into the age of technology. Moreover, they like using video-making tools, and some of them may feel uncomfortable while recording themselves at this point the websites or applications, we study in the digitalization part can be helpful. For instance, they may use “Voki” and create an imaginary character there but use their own voices to practice speaking which may help increase self-confidence as well. Paper Slides is also suitable for different levels, they may record or present in the classroom. But I think recording and listening to and correcting their videos help them improve their speaking skills and make them feel more confident about speaking English. As they make use of technology, they may feel more motivated to do the activity. 

# data[].attributes.subject
2. I’d like to try all the ideas, techniques, and activities from today when I return to my school. Even if my students' levels are low, the activities we learn today can be adapted according to different levels. They are fun, interesting, easy to prepare and use in practising speaking English. “Hidden word” warm-up activity can also be used as a main speaking activity in the classrooms. For instance, it can be adapted to daily routines, physical appearance, words related to breakfast and many more. It can be a good warm-up activity after learning the related vocabulary or the main activity to practice these main words. Students would definitely enjoy it because they are very keen on competitions in my school. Flipgrid can be given as project work or homework. Teenagers are better than adults at using technology as they were born into the age of technology. Moreover, they like using video-making tools, and some of them may feel uncomfortable while recording themselves at this point the websites or applications, we study in the digitalization part can be helpful. For instance, they may use “Voki” and create an imaginary character there but use their own voices to practice speaking which may help increase self-confidence as well. Paper Slides is also suitable for different levels, they may record or present in the classroom. But I think recording and listening to and correcting their videos help them improve their speaking skills and make them feel more confident about speaking English. As they make use of technology, they may feel more motivated to do the activity. 

# data[].attributes.headline
3. I use some games to develop and maximize speaking in class. I also record our speaking activities without revealing students’ identities and share them on my Instagram account. This increases motivation and encourages them to involve in speaking activities. Because, they feel valued and popular. I make use of songs; we sing songs in turn; the teacher and whole class first, then I divide the classroom into groups, and they take turns to say certain parts and then change their roles. In future, I will certainly use, the chancing chairs game- “I have never been…” activity. This game is similar to the children's game in which when the song stops everyone gets a chair. So, they will find it familiar and fun to play which will encourage them to speak English and extend the speaking time in lessons. I will certainly make use of the useful websites and applications we learned about today. I use everyday materials, YouTube videos, websites, and sourcebooks; and will use the ones given today.

# data[].attributes.subject
3. I use some games to develop and maximize speaking in class. I also record our speaking activities without revealing students’ identities and share them on my Instagram account. This increases motivation and encourages them to involve in speaking activities. Because, they feel valued and popular. I make use of songs; we sing songs in turn; the teacher and whole class first, then I divide the classroom into groups, and they take turns to say certain parts and then change their roles. In future, I will certainly use, the chancing chairs game- “I have never been…” activity. This game is similar to the children's game in which when the song stops everyone gets a chair. So, they will find it familiar and fun to play which will encourage them to speak English and extend the speaking time in lessons. I will certainly make use of the useful websites and applications we learned about today. I use everyday materials, YouTube videos, websites, and sourcebooks; and will use the ones given today.

# data[].attributes.headline
1. There were very interesting activities today again. It was fun to study and learn new things about reading without getting bored. Many ss find reading (especially) long passages boring. Most of the teachers teach reading in a classical way. I mean first, the teacher reads and then makes ss read the text aloud or first asks ss to read and then ss reads the text to give some corrections about vocabulary. We often don’t allow time for silent reading in the lessons. Indeed, reading skill is more connected to comprehension than to pronunciation. Most of my ideas in the line-up discussion were linear to what we did in the session today. However, the problem is that what the teachers think and apply may not match most of the time. It was also new for me to learn that it is better to include subskills of reading balanced which are reading for gist, inference, extensive reading, contextual guessing, comprehension, and scanning. It was good to refresh this information. Pre-reading activity KWL was new for me. I will definitely use it in my lessons. Another surprising thing for me is getting used to the idea that I can skip some reading passages in the ss coursebook. As a teacher working in state schools, I thought before that I had to follow each activity strictly. I bring extra activities if time allows in the lessons, but I almost never skip a reading text in a coursebook I teach. Now, I feel positive about skipping some reading tasks or activities that are not suitable for ss level. It was also surprising for me to learn that after receptive skills we should activate a productive skill in post-activities.

# data[].attributes.subject
1. There were very interesting activities today again. It was fun to study and learn new things about reading without getting bored. Many ss find reading (especially) long passages boring. Most of the teachers teach reading in a classical way. I mean first, the teacher reads and then makes ss read the text aloud or first asks ss to read and then ss reads the text to give some corrections about vocabulary. We often don’t allow time for silent reading in the lessons. Indeed, reading skill is more connected to comprehension than to pronunciation. Most of my ideas in the line-up discussion were linear to what we did in the session today. However, the problem is that what the teachers think and apply may not match most of the time. It was also new for me to learn that it is better to include subskills of reading balanced which are reading for gist, inference, extensive reading, contextual guessing, comprehension, and scanning. It was good to refresh this information. Pre-reading activity KWL was new for me. I will definitely use it in my lessons. Another surprising thing for me is getting used to the idea that I can skip some reading passages in the ss coursebook. As a teacher working in state schools, I thought before that I had to follow each activity strictly. I bring extra activities if time allows in the lessons, but I almost never skip a reading text in a coursebook I teach. Now, I feel positive about skipping some reading tasks or activities that are not suitable for ss level. It was also surprising for me to learn that after receptive skills we should activate a productive skill in post-activities.

# data[].attributes.headline
2. 2. I’d like to try all activities/techniques with my students and share them with teachers in a PDC meeting. Carousal activity may be difficult for my student’s level, but I can adapt it. For instance, while telling the grammar, I can give different rules to each group and then let them tell each other. The morning game was lots of fun, so ss would love to do it. For the tasks I had to try very hard to tell them would be a piece of cake. In this way, things get easier for me and more enjoyable for them. Jack and Ann's activity was also very inspiring, informative, and fun to practice lots of different content, and rules. What’s more, these activities do not only aim to develop reading skills they include all other skills in it. 

# data[].attributes.subject
2. 2. I’d like to try all activities/techniques with my students and share them with teachers in a PDC meeting. Carousal activity may be difficult for my student’s level, but I can adapt it. For instance, while telling the grammar, I can give different rules to each group and then let them tell each other. The morning game was lots of fun, so ss would love to do it. For the tasks I had to try very hard to tell them would be a piece of cake. In this way, things get easier for me and more enjoyable for them. Jack and Ann's activity was also very inspiring, informative, and fun to practice lots of different content, and rules. What’s more, these activities do not only aim to develop reading skills they include all other skills in it. 

# data[].attributes.headline
3. When should the teachers read the text aloud while developing reading skills, is it a compulsory technique while teaching reading?

# data[].attributes.subject
3. When should the teachers read the text aloud while developing reading skills, is it a compulsory technique while teaching reading?

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1. Aunt Agony or Postie Postie activities would be appropriate to my local context. Because the students are not allowed to use their mobile phones at school. That's why the activities with classroom materials are more useful in my context. Moreover, these two activities are easy to adapt to new topics and circumstances. The ss would also enjoy doing these activities. They are collaborative, interactive and connect to real-life experiences. So they are meaningful for the students which in turn motivates them to complete the activities. What's more, they share their work with more than one person- probably their teachers-, and their friends would also read and give feedback.  

# data[].attributes.subject
1. Aunt Agony or Postie Postie activities would be appropriate to my local context. Because the students are not allowed to use their mobile phones at school. That's why the activities with classroom materials are more useful in my context. Moreover, these two activities are easy to adapt to new topics and circumstances. The ss would also enjoy doing these activities. They are collaborative, interactive and connect to real-life experiences. So they are meaningful for the students which in turn motivates them to complete the activities. What's more, they share their work with more than one person- probably their teachers-, and their friends would also read and give feedback.  

# data[].attributes.headline
2. I think my colleagues would like to explore most the photo-share activity. Because it is a new technique and would appeal both to them and to their students, as teenagers like using technology. They can also use it as homework, and can adapt it to new topics. It is interactive and it allows ss to choose the content which motivates them to do the activity. both the teachers in PDCs and their students can integrate fun with learning. It is an integrated skills activity as well.

# data[].attributes.subject
2. I think my colleagues would like to explore most the photo-share activity. Because it is a new technique and would appeal both to them and to their students, as teenagers like using technology. They can also use it as homework, and can adapt it to new topics. It is interactive and it allows ss to choose the content which motivates them to do the activity. both the teachers in PDCs and their students can integrate fun with learning. It is an integrated skills activity as well.

# data[].attributes.headline
3. What is your top one activity and technique in teaching writing?

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3. What is your top one activity and technique in teaching writing?

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1. If we had more time, I’d like to learn about more activities and techniques that enhance teaching grammar and vocabulary. I’d like to study more on the techniques that help teaching more complicated grammar rules and vocabulary. 

# data[].attributes.subject
1. If we had more time, I’d like to learn about more activities and techniques that enhance teaching grammar and vocabulary. I’d like to study more on the techniques that help teaching more complicated grammar rules and vocabulary. 

# data[].attributes.headline
2.  My favorite vocabulary teaching technique from today is telling story. Because it gives the context and makes learning more meaningful. The ss a chance to connect word with real life experiences and remember it. But I believe that we must suggest combine different techniques while teaching vocabulary as the learning types of ss vary. Some ss are auditory, some are visual, some learns by reading/writing, or they can be kinesthetic learners. That’s why using a combination of techniques that appeal to various learning types is a better choice than just sticking on a single method. For the practice part I loved the Dolmus game most. Because it is applicable to different topics, straightforward, enjoyable, interactive, motivating and appeals to different types of learning. They make a line, walk change place so they are physically active, this facilitates learning for kinesthetic learners, ss write different words on the paper so they read and write. Some visuals can be added; for instance, the teacher may draw a picture on the board and asks the students write its name. The picture must be related to common topic and change in each turn. Digital tools and games are also very useful in teaching vocabulary. The ss always like doing activities on the internet. By using quizzes and wordwall the teachers can give homework’s or use them to practice vocabulary in the lessons. Tarzan Conversation is also a great activity, the students will definitely love and be volunteer to do the activity.

# data[].attributes.subject
2.  My favorite vocabulary teaching technique from today is telling story. Because it gives the context and makes learning more meaningful. The ss a chance to connect word with real life experiences and remember it. But I believe that we must suggest combine different techniques while teaching vocabulary as the learning types of ss vary. Some ss are auditory, some are visual, some learns by reading/writing, or they can be kinesthetic learners. That’s why using a combination of techniques that appeal to various learning types is a better choice than just sticking on a single method. For the practice part I loved the Dolmus game most. Because it is applicable to different topics, straightforward, enjoyable, interactive, motivating and appeals to different types of learning. They make a line, walk change place so they are physically active, this facilitates learning for kinesthetic learners, ss write different words on the paper so they read and write. Some visuals can be added; for instance, the teacher may draw a picture on the board and asks the students write its name. The picture must be related to common topic and change in each turn. Digital tools and games are also very useful in teaching vocabulary. The ss always like doing activities on the internet. By using quizzes and wordwall the teachers can give homework’s or use them to practice vocabulary in the lessons. Tarzan Conversation is also a great activity, the students will definitely love and be volunteer to do the activity.

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3. First of all, I’d do the mini grammar lessons to show them the difference between PPP, GD and Grammar Translation, the stages of a lesson, and would tell them the continuum of speaking and writing activities that they must be first controlled, then guided and then freer activities must follow. The learners need to practice the target language after presentation. Most important part is the freer part because this shows that ss learned the topic. CCQ (Concept Checking Questions) are also important in creating a meaningful context. I’d explain that good CCQs should contain easy language, require short answers, they are closed, and do not contain the target language. To ask CCQs about the word borrow in a sentence; “Can I borrow your pen for a moment” for instance, we may ask: Do I give it back?; Is it forever or a short time?  I’ d share stages of vocabulary teaching. They need to Elicit the word first, give ss a chance to try, guess the meaning of the word rather than directly giving the meaning. Then check the meaning by asking CCQs. Third is drilling pronunciation and then write it on the board, explain the intonation/ emphasis, and give the form. I’d follow today’s lesson and regroup them by using idioms, then make each write 3 words and then choose two and explain them to their group members rather than regrouping them maybe. Tarzan Conversation, dolmus vocabulary games; idiom line up, menti, wordwall, quizzes, technologic ppt games, five-minute activies, flashcard games can be givin by using the same method in the classroom.  Apart from the Peer- teaching activity in the classroom, I’d ask teachers to take the teacher role in turns, in this way all of the group members explain the activity with lets them to learn better and not to let one of the teacher miss all the other instructions about other hi-tech or low-tech activities. 

# data[].attributes.subject
3. First of all, I’d do the mini grammar lessons to show them the difference between PPP, GD and Grammar Translation, the stages of a lesson, and would tell them the continuum of speaking and writing activities that they must be first controlled, then guided and then freer activities must follow. The learners need to practice the target language after presentation. Most important part is the freer part because this shows that ss learned the topic. CCQ (Concept Checking Questions) are also important in creating a meaningful context. I’d explain that good CCQs should contain easy language, require short answers, they are closed, and do not contain the target language. To ask CCQs about the word borrow in a sentence; “Can I borrow your pen for a moment” for instance, we may ask: Do I give it back?; Is it forever or a short time?  I’ d share stages of vocabulary teaching. They need to Elicit the word first, give ss a chance to try, guess the meaning of the word rather than directly giving the meaning. Then check the meaning by asking CCQs. Third is drilling pronunciation and then write it on the board, explain the intonation/ emphasis, and give the form. I’d follow today’s lesson and regroup them by using idioms, then make each write 3 words and then choose two and explain them to their group members rather than regrouping them maybe. Tarzan Conversation, dolmus vocabulary games; idiom line up, menti, wordwall, quizzes, technologic ppt games, five-minute activies, flashcard games can be givin by using the same method in the classroom.  Apart from the Peer- teaching activity in the classroom, I’d ask teachers to take the teacher role in turns, in this way all of the group members explain the activity with lets them to learn better and not to let one of the teacher miss all the other instructions about other hi-tech or low-tech activities. 

# data[].attributes.headline
1. I felt a bit uncertain about it at the beginning of the lesson. However, I was certain that we as teachers already know and apply formative assessments but just can't ensure which ones are included. It went as I expected other than the fact that when we hear the word assessment we directly think about grading. I also connected it with giving notes, but after all of the observations, reflection journals or participation, Ts make gradings linear to these.  At the end of the session, I felt confident about F.ASS. because I learned that it can be divided into two: formal and informal assessment; in formal f. ass. there are progress tests, mid-term tests and unit tests which we apply two times in a term, informal f. ass are reflection, observations, journals, participation, ss instant oral feedback which help Ts follow ss progress as well as themselves, it helps areas need to be improved. All in all, Inf. F. Ass. provide ts with info for meaningful feedback, check level and prior knowledge of the ss, identify gaps, select activities, and plan to teach. I also learned different tools to for informal formative assessment. "Two stars and a wish" is about two things we feel strongly about and one thing we wish to happen. So it is good to understand how ss feel about a topic. peer-checking and can-do activities also allow ss to be aware of their levels and give them responsibility. Entrance and exit notes are for checking prior knowledge and posterior learning outcomes. Feedback fairy is also fun to use and allows ts collect data and plan the next sessions. The sum of all helps to refresh my prior knowledge about formative assessment and get ready for being an Assessment Fairy :)

# data[].attributes.subject
1. I felt a bit uncertain about it at the beginning of the lesson. However, I was certain that we as teachers already know and apply formative assessments but just can't ensure which ones are included. It went as I expected other than the fact that when we hear the word assessment we directly think about grading. I also connected it with giving notes, but after all of the observations, reflection journals or participation, Ts make gradings linear to these.  At the end of the session, I felt confident about F.ASS. because I learned that it can be divided into two: formal and informal assessment; in formal f. ass. there are progress tests, mid-term tests and unit tests which we apply two times in a term, informal f. ass are reflection, observations, journals, participation, ss instant oral feedback which help Ts follow ss progress as well as themselves, it helps areas need to be improved. All in all, Inf. F. Ass. provide ts with info for meaningful feedback, check level and prior knowledge of the ss, identify gaps, select activities, and plan to teach. I also learned different tools to for informal formative assessment. "Two stars and a wish" is about two things we feel strongly about and one thing we wish to happen. So it is good to understand how ss feel about a topic. peer-checking and can-do activities also allow ss to be aware of their levels and give them responsibility. Entrance and exit notes are for checking prior knowledge and posterior learning outcomes. Feedback fairy is also fun to use and allows ts collect data and plan the next sessions. The sum of all helps to refresh my prior knowledge about formative assessment and get ready for being an Assessment Fairy :)

# data[].attributes.headline
2.  There have been lots and lots of interesting, collaborative, communicative, interactive activities and enjoyable, facilitating active learning networks throughout this training. I immediately integrate them to my lessons with ss when I turn back. I will check the coursebook and modify the parts, excluding or including some more activities for clearer understanding. I differentiate and adapt some activities to my local context. I already use ICQs and ccqs but I will use them more consciously. In Pdcs as well they are very useful and I can use these in my private lessons. 

# data[].attributes.subject
2.  There have been lots and lots of interesting, collaborative, communicative, interactive activities and enjoyable, facilitating active learning networks throughout this training. I immediately integrate them to my lessons with ss when I turn back. I will check the coursebook and modify the parts, excluding or including some more activities for clearer understanding. I differentiate and adapt some activities to my local context. I already use ICQs and ccqs but I will use them more consciously. In Pdcs as well they are very useful and I can use these in my private lessons. 

# data[].attributes.headline
3. Learning SMART is very helpful in identifying or writing effective objectives. But do you know an effective tool that helps writing outcomes or goals of a unit/topic?       

# data[].attributes.subject
3. Learning SMART is very helpful in identifying or writing effective objectives. But do you know an effective tool that helps writing outcomes or goals of a unit/topic?       

# data[].attributes.body
I am so happy to hear that we will keep in touch with you. Thank you for this training. It was very informative, refreshing, and lots of fun. Thank you for your efforts, great presentations, and the activities you prepared for us, I really appreciate that. Lots and lots of thanks.
LOVE,
Gizi