I found it quite enlightening and helpful as we struggle to conduct activities in listening much more than other skills. Now, I feel more comfortable and secure to build up an effective plan to develop students' oral skills.

Among the PDC activities, I liked making posters and gallery walk the most, especially to use in my further PDC meetings because both of them are multidimensional in terms of language practice. They are also visual, some kind of kinesthetic and socially encouraging activities. Moreover, I will definitely use and adapted version of 4 corners in my classes to teach and practice vocabulary with simplified sentences and maybe with emoji cards.

I didn't know that British Council has a really comprehensive songs&chants library until today. I'll benefit from it for listening activities in the future.

One key takeaway from today's classroom was the emphasis on that Ts should be very attentive while designing a lesson plan to develop oral skills. Furthermore, setting the context and giving a meaningful reason to the Ls are crucial for an effective speaking task to take place. And also, drills are highly useful to make the patterns that Ts teach memorable.

If I use today's activity on using dialogues more effectively in the primay classrooms in my PDC metings, I will definitely use 'Onion Rings' activity. I can write some statements about the stages to create an influential lesson plan and ask PDC participants if they agree with the statement or not, and why. To me, it is a very smart way to let them discuss in an anxiety-free environment and contribute each other to create a supportive and beneficial task.

At last, as a group we designed an adopted spelling activity in the lights of what we have learned during the session.

If I used these ideas in a PDC meeting, I would need to prepare some materials similar to the ones we used today such as sample activities, tasks, forms, and handouts that are necessary to complete the tasks.

As a facilitator, my role would be to set the context, ensure that all the participants have the necessary equipments to carry out the tasks, observe and provide support during the session whenever they need.

I think, this would be the reflect and evaluate (apply) stage of PDC cycle because we create a task reflecting our experiences we gain through evaluation on the previous tasks to apply in our further PDC meetings.

I think, most of the teachers in my area are having difficult times while managing their classroom because of the lack of the required knowledge about the importance of setting rules, routines and responsibilities and how to set them. Another reason is that class teachers have already had their own rules, routines and responsibilities so it is crucial to set specific rules, routines and responsibilities for English classes to ensure a secure and motivating language learning environment. That's why, I believe the most useful PDC topic will be necessity of rules, routines and responsibilities, what are the possible options for each and how to set them. I can discuss this topic through posters just like we did in the session. In that way, they all can reflect their classroom practices and think of possible varieties under each item. And also, a warm-up session can be held on getting and holding attention. For example, we can play a short telephone whispers game by whispering some phrases of how to get and hold attention. Possible phrases can be 'whispering instead of yelling', 'clapping', 'time-out chair' etc.

As for using one of the aspects of classroom management with my own classes, I would definitely choose 'settlers&stirrers'. Ss often need brain breaks to concentrate on the tasks easily and I think, using 'settlers&stirrers' is a safe and fun way to do it. I find stirrers much more applicable because my Ss generally need energisers more often than calming activities.

We can use same activities with both groups on some stages like warm-up or closing remarks. Because these stages can be planned on a unrelated theme to our main topic as well, like introducing ourselves, or telling our names. But, we should decide the activities and the content of some stages quite carefully such as engage&share and reflect&evaluate. Because we should focus on the core elements of our topic on these stages. For example, if we have a strong group, we can assume that the participants have already knew what formative assessment is, the types of formative assessment and how to apply them in their classrooms, then, we can plan activities which give them the chance to discuss further on the topic, come up with new ideas about some techniques or alternative ways to use it. We can plan a solution star activity for instance to discuss the actual problems and possible solutions to them. Because we have already knew that they are aware of the concept and used it actively in their teaching process.

On the other hand, if our group includes participants with limited or no experience of formative assessment, we can plan a more descriptive activity which enables them to have definitions, some subtitles and some sample activity types at the end of the task just to raise their awareness about the topic. For a group like that we can plan a jigsaw reading activity. For example, as a group we can give participants some texts that define or exemplify the main concept and ask them to read, then, let them discuss what they have learnt when we regroup them. In that way, they can get the gist of formative assessment. This activity can be followed by a matching activity in which they are expected to find suitable statements for each type of formative assessment such as teacher, self or peer assessment.

As for the materials that we would need to prepare for our meeting, I can say that it depends on the activities that we choose but we would definitely need a well-structured PDC plan, some handouts, some stationery and a peaceful mind :)