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Today I have met new colleagues. Our topic was listening. We discussed the problems and tried to find solutions. The differentiation and active listening sections were the most useful for me. I always prefer using listening materials in my lessons and I usually try to use authentic materials. I think it’s much more useful for the students. In addition, active listening is appropriate my high school students and I’ll try to apply this technique in  my lessons.

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Today we have discussed common problems with getting students to speak English in class with my collegues. We all agreed that in general, students don't what to speak in target language and hence we can't achieve our goals. After discussions, we had a common idea. Confidency is the main reason for the problems we faces in classes. While we were watching the "Britisih Counsil's Maximizing Speaking" videos on Youtube, one sentence was appealed to me. "Effective communication is 20% what you know and 80% how you feel about what you know." In addition to this, I have gotten some new ideas to maximize speaking in class. I think they all can help me to cope with the particular problem. Because the more they feel confident, the more they are willing to speak in English.

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If I use this reading text (Relearn 9 – page 41) in my class, I would do some changes. First, I’d differentiate the pre-reading part. I’d ask my students to bring/prepare a poster about a movie before the lesson. I would use it as a visuals and ask them some general questions – What’s your favourite movie? Which one have you watched? etc.. Secondly, I’d give them some key words and their definitions and then want to match them. For while-reading part, I’d also add a “gap fiiling” activity for lower students and “comprehension questions” part for upper students. There is no post-reading activity on the course book. Therefore, I would add some activities. For instance, I would ask my students “what would you do if you were in the character’s situation?” as a discussion activity. Also, I would want them to make a short video clip about it.

Additionaly,  the most useful idea that I’ve learned today is preparing an interesting and meaningful  pre-reading activities to get students’ attentions whether the passage is hard/complex.

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1- Today, we have discussed the ideas and approaches about writing. Generally, our students get bored easily or get nervous when we say "it’s time to writing". Because they usually don’t know what and how they write. In my opinion, ”the running dictation” is a enjoyable activity. If we put the all kind of learners in the same group, every student makes a different part of task and feels confident. For this reason, the running dictation would be the most useful for my students.
2- Because it’s the hardest skill to teach and learn, my colleagues would be interested in “while writing section.” Having different ideas/activities would make easier the process.

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1 (for grammar) - In today’s sessions, we have discussed the ideas and approaches about teaching grammar and vocabulary. What I’ve learned that teaching grammar is always challenging for teachers. First, as a teacher we must decide what we focus on - the meaning and students (implicit) or the form (explicit).Then we  plan our lesson’s activities such as controlled-guided-freer activities, that will be helpful for us and also it can be meaningful for our students.
2 (for vocabulary) - Additionally, I’ve learned the stages of teaching vocabulary. (ECDW) Especially the term ‘concept checking questions’is new for me. I’ll try to prepare these kind of questions for my students.

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1- In my opinion, the most common problem related to the assessment in my local area is  uncomformity between the way we teach and the way we assesst. We always try to implement curriculum but because of some reasons (weather condition, etc) we can’t teach all outcomes on time. And then we skip some activities to finish the units on time. We can’t do more exercises but it’s time to assess (we use the summative one), we can ask questions about this topic which haven’t been studied enough by students. As a teacher we have to this because we have to assesst our students in the same way on the same time.
2- I think, self/peer assessment can not be a solution for this situation. Instead, we had better assesst our students in a formative way.

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1- Being a part of PDCs is a chance for teachers. Because by these kind of communities, teacher can share their experiences, problems and solutions. And this helps teachers not to feel isolated.
2- When I have to establish a PDC meeting, I’ll try to use what I’ve learnt here.. (especially the differentiation and digitalization techniques.)
3- In the PDC sessions, I’ve realised that planning is the most important part. First we have to decide our outcomes. The we set a suitable time for each task/session. Of I can do them in a successive way, I hope I will conduct a productive meeting.