TESOL Technology Standards Framework - TESOL International Association
TESOL 2016, Baltimore 50 Years: 1966 to 2016...2016/04/03 · TESOL 2016, Baltimore 50 Years: 1966...
Transcript of TESOL 2016, Baltimore 50 Years: 1966 to 2016...2016/04/03 · TESOL 2016, Baltimore 50 Years: 1966...
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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
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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
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The Story of 50 Years of TESOL
Mrs. Johnson Dr. Ehrensberger Beto What can be learned from this?
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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
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Circa 1966 – Joanie Richardson
The value of collaborative learning in a very complex socio-cultural context. • Vygotsky • Shakespeare • Meaning, not memory • Dialogue, not silence
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Conversation is the laboratory and workshop of the student.
~ Ralph Waldo Emerson
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Stories: Birth to Death
Birth Death
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The Story of
• A birthday cake • Cancer • A little girl
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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.
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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
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Language Experience Approach
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The Story of
Mamas, Meaning, and Motivation
http://www.joanwink.com/store/teaching-passionately/teaching-passionately-mamas-meaning-and-motivation/
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The 5 Hypotheses
• Lower the Affective Filter • CI + 1 • Monitor • Acquisition vs. Learning • Natural Order
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The Story of
Two Young Boys from the Congo
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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
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Retrieved from
: ww
w.joanw
ink.com/scheditem
s/ALE
R-P
resentation-Part1-
Final.pdf
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Literacy transfers
Energy Technology (credit_
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The Story of…
The Idea Generator
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The Story of…
Missy and the Most Magnificent Thing
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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
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Some things I know.
• Words have power. • Collaborative learning in a
complex social cultural context is good.
• Stories matter.
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The Story of…
Love trumps methods
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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
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Ken and Yetta Goodman taught us to focus on teaching and
learning which is:
Meaningful, purposeful,
relevant, respectful
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• 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
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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
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Stick together.
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Things to do on Monday
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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
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What is Critical Pedagogy?
Wink, 2005, p. 178 www.joanwink.com/scheditems/3perspectives.php
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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
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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
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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
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Scaffold Meaning
Extend Language
Affirm Identity
Activate Prior
Knowledge
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Participants Share-out
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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.
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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
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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)
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