TESOL 2016, Baltimore 50 Years: 1966 to 2016

Joan Wink

www.JoanWink.com Breaking Borders with Stories:

Birth to Death 9:30 to 10:15, Friday, 4.8.16

Hilton Holiday 6

Today’s presentation

•50 Years • Birth to Death – guest speaker • Why stories? (how-to) • Examples of Stories • Things I know & things to do • Where to find these things

The Story of 50 Years of TESOL

Mrs. Johnson Dr. Ehrensberger Beto What can be learned from this?

The Story of… a nice Spanish teacher.

From Joanie Richardson to Mrs. Wink to Mommy to Ms. Winkie to Dr. Wink to Joanie to Dawn Wink’s mom

Circa 1966 – Joanie Richardson

The value of collaborative learning in a very complex socio-cultural context. •  Vygotsky •  Shakespeare •  Meaning, not memory •  Dialogue, not silence

Conversation is the laboratory and workshop of the student.

~ Ralph Waldo Emerson

Stories: Birth to Death

Birth Death

The Story of

• A birthday cake • Cancer • A little girl

Why Stories

•  To break borders, even our own self-imposed borders;

•  To affirm identity; •  To capture a moment in time; •  To create our shared heritage; •  To access language and literacy; •  To teach.

The Story of LEA

What I can think about, I can talk about. What I can say, I can write. What I can write, I can read. I can read what I can write and what other people can write for me. Roach Van Allen, 1960s Sylvia Aston-Warner, 1960s Krashen and Terrell, 1983

Language Experience Approach

The Story of

Mamas, Meaning, and Motivation

http://www.joanwink.com/store/teaching-passionately/teaching-passionately-mamas-meaning-and-motivation/

The 5 Hypotheses

•  Lower the Affective Filter •  CI + 1 •  Monitor •  Acquisition vs. Learning •  Natural Order

The Story of

Two Young Boys from the Congo

Reflective Cycle

Describe

Analyze Interpret

Action Plan

Focus

Experience

New Focus

Think about what to think about

www.joanwink.com/scheditems/reflection-an-overview.pdf

Retrieved from

: ww

w.joanw

ink.com/scheditem

s/ALE

R-P

resentation-Part1-

Final.pdf

Literacy transfers

Energy Technology (credit_

The Story of…

The Idea Generator

The Story of…

Missy and the Most Magnificent Thing

The Power of the Narrative

The human brain favors stories or the narrative form as a primary means of organizing and relating human experience. Stories contain large amounts of valuable information even when the storyteller forgets or invents new details.

~Silko, The Turquoise Ledge: A Memoir

Some things I know.

• Words have power. • Collaborative learning in a

complex social cultural context is good.

•  Stories matter.

The Story of…

Love trumps methods

Human relations are at the heart of schooling.

Cummins, 2001, as cited in Wink, 2011, p 90.

Retrieved from:www.joanwink.com/scheditems/CP-How-do-we-do-it-012412.pdf

Ken and Yetta Goodman taught us to focus on teaching and

learning which is:

Meaningful, purposeful,

relevant, respectful

•  The human brain favors stories or the narrative form as a primary means of organizing and relating human experience. Stories contain information even when the storyteller forgets or invents new details.

Leslie Marmon Silko, The Turquoise Ledge: A Memoir

Education is radically about love.

~ Paulo Freire

Personal communication, N. Millich, November 3, 1998; cited in Wink, 2005, p. 2

Retrieved from

: ww

w.joanw

ink.com/scheditem

s/ALE

R-P

resentation-Part1-

Final.pdf

Stick together.

Things to do on Monday

Stop. Stare. Scribble. Share.

Stop

Stare

Scribble

Share

Stop

Stare

Scribble

Stop

Stare

Share

Scribble

Stop

Stare

Share

Scribble

Stop

Stare

Share

Scribble

Stare

Share

Scribble

Stop

Stare

Share

Scribble

Retrieved from: www.joanwink.com/scheditems/stop-stare-scribble-share.pdf

What is Critical Pedagogy?

Wink, 2005, p. 178 www.joanwink.com/scheditems/3perspectives.php

Cummins, J. (2009) Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 38-56. Used with permission, Wink, J. (2011) p. 189

Retrieved from:www.joanwink.com/scheditems/CP-How-do-we-do-it-012412.pdf

Cummins, J. (2009) Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 38-56. Used with permission, Wink, J. (2011).

Retrieved from:www.joanwink.com/scheditems/CP-How-do-we-do-it-012412.pdf

Cummins, J. (2009) Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 38-56. Used with permission, Wink, J. (2011) p. 190.

Scaffold Meaning

Extend

Language

Activate Prior Knowledge /

Build Background Knowledge

Affirm Identity

Literacy Engagement

↨ Literacy

Achievement

Retrieved from:www.joanwink.com/scheditems/CP-How-do-we-do-it-012412.pdf

Scaffold Meaning

Extend Language

Affirm Identity

Activate Prior

Knowledge

Participants Share-out

Thank you

• for attending our session; • for your desire to learn more, so that you students succeed more; • for not giving up during difficult times; • for all that you do; • for all that you are.

We can do it with any content. We can do it any time. We can do it many ways. We can do it with a rhyme. We can do it with a song. We can do it as we write. We can do it using tools. And, we can do it because

it is right. Thanks, Chris Roe, TESOL, 2012 http://www.joanwink.com/scheditems/

TESOL_2012_Scaffolding_Presentation.pdf

At rare intervals, the most significant factors in determining the future occur in infinitesimal quantities on unique occasions. (L. Mumford, The Transformation of Man, 1956)