I see how this has many similarities to Comprehensible Input/TPRS which I have been exploring.
I found this PD powerful in so many different ways.
Part of the session, Nadine modelled a lesson of immersion in French for us. I found this incredibly engaging and demonstrated the many benefits of language immersion within a language context. She had us do a mini science experiment. The aim was to guess and then test which piece of fruit would most likely float in a bucket of water. The language aims [amongst many] was to learn pieces of fruit, feminine and masculine forms of words in French. It was very tactile and interactive.
I was able to see how the learning happens from a student's perspective. How absolutely daunting it can be to try and speak in French, but also how much you can actually comprehend when you relax, at the same time REALLY focus, and let it click in the brain. It is very possible, and I absolutely see my students being able to cope with this after more exposure.
What's more, I don't think that Nadine actually sees that she has this very excellent way of questioning and asking for reactions from students. Her questioning is very precise, modelling the answer, and asks students what they CAN answer. One point that Nadine mentioned was the fact that you actually have to prepare a good script beforehand, or you might accidentally go off tangent or use language that is too difficult for students. This is something that I will be working on hard this term.
However, for myself, I still feel unsure of how to develop a good, simple lesson using immersion. I would have loved to have brainstormed with other teachers how to produce a good script and a good lesson using immersion techniques. Getting feedback and having a discussion with other language teachers would have been useful in developing solutions to problems we might face in a lesson. I feel I lacked the understanding of the process of how to develop a CLIL like approach, and needed some modelling about how to reach that point.
I loved learning by playing completing the activities ourselves. I loved that Nadine asked us how we would use the activity in our own classrooms, and she guided us to look for solutions to potential problems, rather than see faults in a lesson. In this way, I realised that has something I have been doing right in my classes! When we play a game, and something doesn't work, often I will ask students; How can we make this game better so everyone will participate? Often they fine tune with really good ideas that never would occur to me.
It's alway funny how we as teachers are taught to be engaging, but when we go to PDs, we often find ourselves sitting and listening only. How much more fun it is to interact! Even if it is a short and silly activity warm up activity!
I was also super excited to meet other teachers, and hear about their experiences teaching. I always feel so inspired to hear what other people are doing in their classes. Particular shout out to Heidi, primary school Japanese teacher from John Wollaston, listening to how to works to align the students' language learning with what they are learning in their general classes was fascinating. I am also looking forward to working more closely with Bon from Wesley and Karly from South Coast Baptist in the future!
If I could be HALF as good as a teacher as Nadine in the future, I would be very happy! There was so much joy and excitement in her presentation, I came away buzzing. I felt my own excitement being mirrored as she poured her ideas into our heads.
See AISWA website for some examples of the activities Nadine shared with us.