It ia an adjustable game that can be used for all levels of learners and can be used more than once in a single curriculum. However; it could be stressful and chaotic to apply in more crowded classes. I can use this warm up activity in my smaller groups of classes.

Pair-Checking in Listening.

This activity would improve better communication among my learners. It will help saving time inside the sessions. As I teacher, I can monitor and see learners’ problems. It is an excellent way to transfer information. However, the planning should be done perfectly in pair-checking to use the time wisely. I definetly will use pair checking in my listening classes.

Stages of Listening Tasks and Listening Problems.

I have learned the stages of the listening tasks and possible problems in those activities. It is very critical to detect those possible problems in the very beginning of each stage – pre, while, post. Both for learners and teachers; a confident and safe learning environment is going to be ready.a

Active / Alive Listening.

I think alive/active listening is a bit scary for me as an English teacher. It helps enhancing the focus of the listeners which depends highly on the topic. Thus, I have to choose the topic very cleverly. A real-time communication decreases the fear of the listener. A clarification needs to be carried out for both stronger listeners and others. 

Differentiation.

To see the different individual needs I will change the way I teach the learners in a listening sessions. It is a more student-centered approach so I will teach a topic to ensure content and learning environment more flexible. However; to avoid time consuming listening activites I have to make a good preparation. I am definitely enlighted about different learning sştuations.

Poster Gallery Wall Activity.

Gallery wall is a great activity to promote, cooperate, improve listening skills and build team dynamics among my learners. They will analyse, evaluate and synthesis the skills of their own. Among the group, some of the students couldn’t actively participate so they have to be encouraged. Individual learners could prefer to not to participate and the scoring may not be fair. I have to be very careful about this very unique activity.

I will encourage the learners to involve more by trying these methods: I will use simple, clear and strict goals and instructions before I start the speaking sessions. For a pre-speaking activity, I could be a mirror by doing the role myself. I will reinforce any attempt of speaking activity without determining whether the output is right or wrong. I will focus on useful language. For preparing the task, I will make sure scaffolding is done properly. Time management is also essential. Speaking activities can eithe be manuel or digital, so materials should be ready. I will repeat the task more than once for a feedback on the content. For more crowded classrooms pair or groupwork will be done. To have a feedback on language, I will support and give students enough time to evaluate their own outputs.

Focusing on writing, my colleagues would be more interested in digitalising the tasks. Especially, when it comes to aspects of writing steps, it could be less complicated for them to collect ideas and get to class. Learning approaches of writing sessions and the steps of these sessions would enlight them about working with mixed ability learners (In my opinion, their favourite approach would be ‘Process Writing’)