Reflections of Mystery and Imagination by Burak uçarsoy https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3 en-us 2021-12-11 15:16:30 UTC 2021-12-18 11:46:40 UTC hello@padlet.com Day 1 burakucarsoy https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1941989763 *My thoughts about using online tools  for writing are quite positive generally. Because on some of those platforms, students can see their peers' writing and reflect on them. Also, they might be more comfortable with writing on keyboard rather than on paper with pencil. They can also be used as a snack writing. I can extend my answer but so far enough I guess.
* I think snack writing was a nice one.  There were a lot of activities and ideas that were mentioned or talked about. This one was one of things that captured my attention.
*I think my colleagues would be interested in snack writing and also how we assess it. By assesing, I don't mean grading. But giving feedback to students for improving writing is nice. 
By the way, Mr. O'Neill's analogy of weighing sheep made so much sense to me.]]> 2021-12-11 18:45:31 UTC https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1941989763 Day 2 burakucarsoy https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1943262836 Coursebook listening activies generally cater for different needs of students. While covering a subject or a structure, they are very helpful and useful.
We can use authentic listening materials anytime we want. Students can benefit from them individually after the class too. Students listen to a real-life situation and can feel part of it. For example, they might be more interested in listening to a football commentary in a football match rather than listening to a more graded ones.
We can give them questions beforehand to make them listen for a purpose. For different levels, we can make differentiations like, after a t/f activity, we can want stronger students to correct the false statements. We can play the audiofiles without transcript, and then we can play them with audiofiles.

]]> 2021-12-12 22:10:09 UTC https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1943262836 Day 3 burakucarsoy https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1946811939 One difficulty that I want to explore with my colleagues is how we make students motivated to speak in English. I am not talking about being shyness to talk in classroom environment, but maybe pure reluctant mood to talk in English. 
Students might also be too dependant on online translation tools which might be addictive after a certain point. Maybe how to use online dictionaries more effectively should be considered too. There might be a lesson in our classes about how to use dictionaries effectively.
Apart from technical issues, major challenge might be our probable unproficiency. I mean I'm not still very fluent and can live some problems regarding listening. I should at least be fully prepared for the upcoming listening and speaking activities. As a solution, we can go to professional development courses or take them online.
Snack speaking and correction techniques were very awesome. Also, I found those apps in the last lesson very useful. I can use them for my own language improvement too. :)

]]> 2021-12-14 12:34:36 UTC https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1946811939 Day 4 burakucarsoy https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1950447346 1.I didn't use this flipped classroom thing so much and since this is kind of a new concept,I don't think it was practised a lot. So I think my thoughts about it would be kind of superficial. But since you ask me my 3 adjectives, these are mine.
effective: Because we want students to internalize the knowledge, not just memorizing them for exams. If they learn at home, there would remain much time to get deeper in class.
exciting: Exciting because we are hopeful about the consequences of it and it wasn't applied very much. But we wonder very much how it would work or if it will work. 
cooperative: Students and teachers should work cooperatively  in flipped classroom and both of the parties should do their part in order to make this work. T o do this learning process to go beyond the boundaries of school, everybody should be aware of their responsibilities.
2. The concerns that come to my mind firstly are more about myself. Because when I get out of school, I want to get calm and relax. Even though I may seem quite a relaxed person from outside, I usually worry about my next classes or what I am going to in the next days. Even without this system, I get anxious. as mentioned in our class, maybe this system has apossibility to increase the workload of teachers. We may need to prepare more activities beforehand.
3.  Probably my collegues would think that students may have tendency to not to study at home which is normal. Why would they? Do we, as teachers, like preparing for our classes at home for the next days? But if we consider this system as a goal, even that process of reaching it can be beneficial for effective learning. Students can be motivated to learn at home. If we force them to do this in the beginning steps of this system, they might get frustrated and this system mightn't work. Step by step,this can be achieved.]]> 2021-12-15 21:19:12 UTC https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1950447346 Day 5 burakucarsoy https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1952337795 1. I can't say clearly which method is used more widely. In teaching programme of ministry of education, I kind of remember that the programme has lots of communicative elements in it and the function and the meaning was said to be more important than the form. But when it comes to do it, I don't know how much it is done. It can be done in small classes, but with classes with lots of students in it, it can get difficult for teachers to teach grammar implicitly since I think this might get more time to teach the form. 
 2. The activities were very nice I think. The controlled-free practise concept was very good for me. Also the idea that was implied with engine-fuel-oil-lubrication metaphor can ease the way to understand what the grammar really is. The idea that grammar isn’t as crucial as we might think it is and instead of focusing on it too much, we should spend that energy on other areas like vocabulary is very important.
 3. We saw this way in university and this is the way that we were told to teach. But , at least for me, we might lack some experience. But in this plc meetings here, I saw quite nice implications of it. With some applicable activities and practises, they might have more tendency to teach this way.
 4. First, I need to prepape very well organised and thought-on activies beforehand. I also need to prepare meaningful contexts to teach them, to show the meaning. As a lead-in,  I can ask them some questions and then I can answer like Chris did with used tos. Then I  can write those sentences on board. Then I can show more sentences with that structure. Then, making sure thay understand the function of that structure, I can start with controlled grammar activities. Then, as the lesson continues, I can make activities more freer and lass controlled with some guidance.

]]> 2021-12-16 17:48:21 UTC https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1952337795 Day6 burakucarsoy https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1952383517 I guess I agree with all the comments. Let me start with the first one.

1.When it comes to using a language, it is way of thinking also. We can’t translate everything with keeping all the meanings in it. I had heard a quotation once. It was like “every translation is a rape to the original one”(sorry :() But, as we talked in our classroom, some key concepts can be given with their translations. But this should be done very little. We can do this with some weak learners maybe. 

2. It says “ … how to keep notebooks….” So that “how” is very important I think. Instead of just writing down newly encountered words as lists, if they use notebooks more effectively, they can remember vocabulary better. Collocations and prepositions that go with that word, special area that that word is more used, the context, example sentences… These things can be written.

3. Similar to the previous one, words have lots of element in them. Which word goes well with which word, which is more appropriate in a specific context instead of another one that can have a similar meaning, which prepositions are suitable with that... These are only some parts of them. Also, like a human being,  words can have a kind of a change in their meanings over time, especially in this era with internet and social media.

]]> 2021-12-16 18:13:35 UTC https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1952383517 Day 7 burakucarsoy https://padlet.com/burakucarsoy/htq5hb3vuyj7sks3/wish/1954189078 1.
*certainly not a teacher as we might tend to understand in a certain way

*friend

*motivator

*Orchestrator

*sharer

2. I feel very positive about the role of it. He/she doesn’t try to teach them some new skills from scratch. He tries to provide an environment in which participants feel free and safe, especially to share their experiences.

3.I met lots of my collegaues here in my class and in other parts of this place. I think I can ask them lots of things about my job after this course. We can share our experiences with each other.

4.We can keep our groups and give news each other about training programmes that we can improve ourselves in.

5.With presentation today the role of PLC facilitator became clearer.

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