conference proposal writing and presentation skills beth witt, tesol 1994 baltimore and tesol 2002...

Conference Proposal Writing

and Presentation

Skills


and Presentation

SkillsBeth Witt, TESOL 1994 Baltimore andTESOL 2002 Salt Lake City

Mark Algren, TESOL 2003 BaltimoreEric Dwyer, TESOL 2004 Long Beach

Bill Eggington, TESOL 2005 San AntonioChristine Coombe, TESOL 2006 TampaSuzanne Panferov, TESOL 2007 Seattle

Valerie Jakar, TESOL 2008 New YorkGertrude Tinker-Sachs, TESOL 2009 Denver

Diane Carter, TESOL 2010 Boston

Beth Witt, TESOL 1994 Baltimore andTESOL 2002 Salt Lake City

Mark Algren, TESOL 2003 BaltimoreEric Dwyer, TESOL 2004 Long Beach

Bill Eggington, TESOL 2005 San AntonioChristine Coombe, TESOL 2006 TampaSuzanne Panferov, TESOL 2007 Seattle

Valerie Jakar, TESOL 2008 New YorkGertrude Tinker-Sachs, TESOL 2009 Denver

Diane Carter, TESOL 2010 Boston

http://www.fiu.edu/~dwyere/tesol2009prez.ppt

(2.9 MB download)

What kind of topics are encouraged?

• Those focusing on the conference theme – TESOL 2010 Boston theme:

Re-imagining TESOL. • Related to the future of the TESOL

profession & professional development• From all settings, but note the audience

for whom you will be writing your proposal

• Presentations that– use interactive formats– engage the audience– focus on classroom practice

The Process

• Read the directions: – Follow the “Call for Participation” form.

• Designate the appropriate Interest Section (IS) or content area.

• Submit your proposal by the deadline.• Proposals are distributed to the adjudicators.• The conference chair and organizing

committee allocate sessions to topic areas taking into account interest, need and quality.

The Interest Section (IS) Process

• Each Interest Section (IS) selects its adjudicators.

• Each Interest Section (IS) distributes the proposals to its adjudicators.

• Adjudicators decide which proposals to accept, based on a rubric.

• Adjudicators notify Interest Section (IS) leaders of their results and decisions.

• Interest Section (IS) leaders notify the chair of which proposals have been accepted.

• Chair/committee schedule sessions.

The Final Steps

• The chair/committee discuss borderline proposals and other critical factors regarding scheduling.

• The chair notifies presenters regarding acceptances and rejections.

• Presenters finalize preparations for their presentations.

• Presenters deliver their presentations at the annual convention.

Type of Proposal

Choose the correct type of proposal (typical time)Presentation Length

Colloquium 1 hour 45 minutes

Discussion Group 45 minutes

Hot Topic 20 minutes

Poster Session 1 hour 15 minutes

Practice-oriented Presentation 45 minutes

Research-oriented Presentation 45 minutes

Teaching Tip 20 minutes

Video and Digital Media Theater 45 minutes

Workshop 1 hour 45 minutes

Follow the Proposal Guidelines!

• Most accepted proposals have one important component in common: that they conform to the guidelines

• Many rejected proposals have one important component in common: that they don’t conform to the guidelines.

Follow the Proposal Guidelines!

• The following sections are often problematic:– Abstract– Title– Summary

• If you need help writing these sections, contact the proposals team.

Abstracts

• Suggested Format:– one/two general sentence(s) relating your topic to

importance in the field, theory and/or research– one/two sentence(s) describing what you’re going

to do– last item stating what participants will get out of

the session

• Spell out acronyms used • Don’t include citations• Do a word count at the end! 50 words max!

Abstracts

• Formerly . . .• Write in 3rd person present or future tense

– “The presenters will describe…….”

Abstract

• Good example or bad example?

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract

• One or two general sentence(s) relating your topic to importance in the field, theory and/or research?

• Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract

• One or two general sentence(s) relating your topic to importance in the field, theory and/or research? YES


Abstract

• One/two sentence(s) describing what you’re going to do?


Abstract

• One/two sentence(s) describing what you’re going to do? YES


Abstract

• Last item stating what participants will get out of the session?


Abstract

• Last item stating what participants will get out of the session?YES


Abstract

• Length?


Abstract

• Length? 39 words!!!


Abstract

• Acronyms? Citations?


Abstract

• Acronyms? Citations? None here!


Abstract

• Good example or bad example?


Abstract

•Good example


Same Abstract

Good example or bad example?

We are going to review lots of problems (Algren, Coombe, Dwyer, Eggington, Jakar, Panferov, Tinker-Sachs, and Witt, 2007, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract

• One or two general sentence(s) relating your topic to importance in the field, theory and/or research?

• We are going to review lots of problems (Algren, Carter, Coombe, Dwyer, Eggington, Jakar, Panferov, Tinker-Sachs, and Witt, 2007, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract

• One or two general sentence(s) relating your topic to importance in the field, theory and/or research? – SORTA, BUT WHICH PROBLEMS AND CONCERNS?– UNRELIABLE STUDENT PARTICIPATION?– HIGH DROP-OUT RATES?

We are going to review lots of problems (Algren, Carter, Coombe, Dwyer, Eggington, Jakar, Panferov, Tinker-Sachs, and Witt, 2007, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract

• One/two sentence(s) describing what you’re going to do?


Same Abstract

• One/two sentence(s) describing what you’re going to do? SORTA: top-down review

no discussion; no interaction;no exchange of ideas?


Same Abstract

• Last item stating what participants will get out of the session?


Same Abstract

• Last item stating what participants will get out of the session? NOT BAD


Same Abstract

• Length?

• We are going to review lots of problems (Algren, Carter, Coombe, Dwyer, Eggington, Jakar, Panferov, and Witt, 2007, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract

• Length? 58 words


Same Abstract

• Length? 58 wordsWAY


Same Abstract

• Length? 58 wordsWAY WAY


Same Abstract

• Length? 58 wordsWAY WAY WAY TOO LONG!!!


Same Abstract

• Citations? Acronyms?


Same Abstract

• Citations? OOPS!


Same Abstract

• Citations? OOPS!– Besides, why on Earth would we cite them???


A Sample Abstract

Good abstract or bad abstract?

According to testing literature, multiple-choice questions (MCQs) are the most difficult to develop. Although MCQs are tremendously popular, teachers lack experience in writing valid and reliable items. This workshop provides guidelines and experience in writing, critiquing and analyzing multiple-choice items.

Why do you say so? Write at least 2 reasons to support your answer!

A Sample Abstract

An unbelievably amazingly good abstract written by Christine

According to testing literature, multiple-choice questions (MCQs) are the most difficult to develop. Although MCQs are tremendously popular, teachers lack experience in writing valid and reliable items. This workshop provides guidelines and experience in writing, critiquing and analyzing multiple-choice items.

Another version

Good abstract or bad abstract?

Good MCQs are the most difficult formats to develop (Coombe et al, 2010) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home.

Why do you say so? Write at least 2 reasons to support your answer!

Another version

A really bad abstract, most certainly never ever--not even in a hundred million years--written by Christine!


Another version

Never Christine! Perhaps Bill, Mark, or Eric! But never ever Christine! Beth or Susanne? Well, . . . maybe . . . on a really bad day! But never Christine! She just wouldn’t. Nor would Valerie or Gertrude, even on the worst day!!! Good MCQs are the most difficult formats to develop (Coombe et al, 2010) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home.

Another version

As for Diane, you’re kidding, right?


Titles• Good titles attract people to your session

– Compare and contrast these titles– Rate from 1 to 5 for . . .

• Title (10 words max!)– make sure it matches your abstract– should accurately reflect the content of your

presentation– try to make it eye catching & interesting– avoid gimmicky titles– each part of hyphenated or slashed words counts as

one word– colons: OK to use

• What would be a good title for the sample abstract?

Titles

• Rate the following titles:– Good?

– Needs improvement?

• Rationale?

Sample Titles

• Teaching grammar• Silenced voices speak out• Grandpa and grammar• Daring to lead your students

to grammar• Grammar: The right way to

teach it• Activating the passive voice• 15 sure-fire warm-ups• Can grammar classes

promote communication and interaction?

• Surviving and thriving in new cultures

• Tactile grammar for all ages

Checklist

Make sure it matches your abstract.It should accurately reflect the content of your presentation.Try to make it eye catching and interesting.Avoid gimmicky titles.Each part of hyphenated or slashed words counts as one word

Summaries• Summary (300 words max)

– This document is crucial because it’s the sole document that the review teams sees.

• Summaries should– have a clearly stated rationale– contain evidence of current practice and/or research

• Note: Be sure to note whether the presentation is research related or not.

– include supporting details and examples– be carefully edited and proofread– demonstrate that presenter has chosen correct type

of presentation.

Checklist for Better Summaries

• Meet the technical requirements (word count, verb tense, etc.)

• It illustrates its importance to the field, based on theory and/or research?

• It is clear who the intended audience is– In other words, it is sent to the correct

Interest Section (IS)

• Describes what the presenters intend to do

• Describes how the audience will benefit

Improving Your Description

• Get feedback from others who have had their proposals accepted.

• Volunteer to read proposals for your Interest Section (IS)

• Get involved in a Interest Section (IS)– Network and learn what topics the interest section

would like to see on the convention program

Factors Affecting Selection

• An important factor for the proposals team is balance.– Too many proposals on the same topic

cannot all be accepted• Proposals targeting certain demographics have

a good chance of being selected.– There is a lack of good presentation content

at the primary and secondary school level• Well-written proposal summaries have a better

chance of being accepted than poorly written ones

• Proposals by duos, groups, and teams of colleagues may take priority over those of showcasing only one person.

Factors Disqualifying a Proposal

• It promotes commercial interests.• It doesn’t conform to the proposal guidelines.• It is not received before the deadline.• The same proposal is submitted to more than

one Interest Section (IS) or more than once under different titles.

• The same proposal is submitted every year under different titles, and conference!

• Being a no-show at a prior conference.

What the Review Team says…..

• Good proposals– identify the anticipated outcomes– relate theory to practice– address issues of current, local and global relevance– are anchored in a historical context– are not narrowly focused – draw on research, theory and practice from one or

more disciplines– are well written and free of typos/grammar mistakes

Reviewing

• Three peer reviewers will blind review all proposal submissions and will have the opportunity to provide comments to the submitting author, but the reviewers’ identities will remain confidential.

• All proposal reviewers will use evaluation criteria and a scoring rubric. Total possible score is based on a scale of 30 points.

Rubric for TESOL

• Scored 0-5 for each of the following:– Does the proposal title clearly describe the

session?– Is the proposed topic timely and/or

appropriate?– Is the session based on best/recommended

practice within the EF/SL field?– Is the proposal abstract clearly written?– Will this session positively contribute to the

convention and the EF/SL field?

• Total potential score: 0-30

the good andthe not quite as good

Name the good!

Name the not quite as good!

From the Proposal to the Presentation

• What makes a good presentation?– Make sure your presentation matches your

summary/abstract– Be familiar with the current literature--know

your stuff– Be Prepared!

• Project a positive image!– Dress– Attitude– Tone– Knowledge

Before the Presentation• Practice with the same materials and

equipment you will have, within the time allotted with an audience.

• Videotape yourself if possible (then look at it)• Do a trial run at a PD session or small

conference• Prepare enough handouts

– It’s the one thing you have control over!• Check out room/equipment upon arrival at the

venue--have phone numbers or know who to contact for technical problems.

During the Presentation

• First impressions count!– Audience forms an opinion of you within the

first 7 seconds--build credibility from the moment they see you.

• Do’s and Don’ts– Do make and keep eye contact– Do keep on topic and respect time– Do think on your feet--make decisions

quickly– Don’t rely too heavily on technology

• the Tech Gods are evil– Don’t read your presentation– Don’t do “death by PowerPoint”

More Tips for Successful Presentations

• Provide a road map of your presentation• Use good visual aids• Show your excitement/interest• Avoid distracting mannerisms,

colloquialisms and slang• Don’t stand in front of the screen• Make sure that everyone in the

audience leaves having learned one new thing

Troubleshooting

• Hope for the best; prepare for the worst. – Always have a back-up plan (or two).

• Typical Problems– Latecomers– Not enough handouts– Losing your train of thought– Questions you can’t answer– Hecklers– Grandstanders

Troubleshooting

• Possible solutions– Talk clearly and loudly and don’t let

latecomers interrupt– Have a “plant” in the audience--a friend or

colleague who can:• make more copies of your handout if

necessary• help with slides, OHTs or equipment• ask pertinent questions if no one else

does• help de-fuse hecklers/grandstanders • give you support

Problem Participants

• Certain participants have the potential to ruin your presentation.

• Often you will have participants who– Insist what you say isn’t right and want to give you

“the benefit of their wisdom”• “But this will never work at my school……!”

– Want a platform to voice their opinion regardless of whether it is related to the presentation

– Insist that you tailor the presentation to their context

• Don’t be afraid to stand up for yourself!

After the Presentation

• Leave time for questions & discussion– Allow between 5-10 minutes

• Respond to questions in one minute or less– only one person in audience may be interested in

your response

• Don’t be afraid to say that “you don’t know”• Provide attendees with contact information or

business card if requested– follow through with any information that you promise

to provide

Be prepared

• That’s the TESOLer’s loyal creed.Be prepared.

• That’s the motto we all heed• You should practice on a dog, a child,

and on a loving spouse, • A significant other, a living room, and

any listening mouse• You should have enough handouts for

every person, chair, and houseBe prepared, be prepared, be

prepared

Be prepared

• One shall check out all AV.Be prepared.

• And always have plan B.• The techno gods are evil beasts that will

foil your every plan• Unless you’re ready with a back up and

a confident command• You will knock them dead with high tech

stuff or drawings in the sandBe prepared, be prepared, be

prepared

Be prepared

• Have professional attitude.Be prepared.

• Smile and establish positive mood.• You can smile and use good humor

while being circumspect.• You can treat hostile viewers with the

utmost of respect.• Give their question time and

pensiveness. It’s a good way to deflect.Be prepared, be prepared, be

prepared

Be prepared

• Start and finish stuff on time.Be prepared.

• Keep your politics in line.• You’ll want to stay on task and avoid

tangential stuff. • We know you’ve got cool stories, but

your main gig will be enough.• And sticking to your paradigm will keep

things from getting tough.Be prepared, be prepared, be

prepared

Be prepared

• When it’s over you can smile.Be prepared.

• You’ll find it all has been worthwhile.• When the presentation’s over, you can

collapse into a heap.• Go up to your room and throw yourself

in bed and fall asleep.• And regale in your glory of successes

that you reapBe prepared, be prepared, be

prepared

Be prepared

Be preparedBe prepared

Be prepared!!!

contact information

Mark Algren [email protected]

Diane Carter [email protected]

Christine Coombe [email protected]

Eric Dwyer [email protected]

Bill Eggington [email protected]

Valerie Jakar [email protected]

Suzanne Panferov [email protected]

Gertrude Tinker-Sachs

[email protected]

Beth Witt [email protected]

Mark AlgrenUniversity of Kansas Lawrence, Kansas USA

Eric DwyerFlorida International University Miami, Florida USA

Christine CoombeDubai Men’s College

Dubai, UAE

Suzanne PanferovUniversity of ArizonaTucson, Arizona USA

Valerie JakarDavid Yellin College

Jerusalem, Israel

Bill EggingtonBrigham Young University

Provo, Utah USA

Beth WittChinle Elementary School

Chinle, Arizona USA

Gertrude Tinker-SachsGeorgia State University

Atlanta, Georgia

Diane CarterIndianapolis Public SchoolsIndianapolis, Indiana USA

Mark AlgrenUniversity of Kansas Lawrence, Kansas USA

Eric DwyerFlorida International University Miami, Florida USA

Christine CoombeDubai Men’s College

Dubai, UAE

Suzanne PanferovUniversity of ArizonaTucson, Arizona USA

Valerie JakarDavid Yellin College

Jerusalem, Israel

Bill EggingtonBrigham Young University

Provo, Utah USA

Beth WittChinle Elementary School

Chinle, Arizona USA

Gertrude Tinker-SachsGeorgia State University

Atlanta, Georgia

Beth Witt, Chinle Elementary SchoolChinle, Arizona, USA

Mark Algren, University of KansasLawrence, Kansas, USA

Eric Dwyer, Florida International UniversityMiami, Florida, USA

Bill Eggington, Brigham Young UniversityProvo Utah, USA

Christine Coombe, Dubai Men’s CollegeDubai, United Arab Emirates

Suzanne Panferov, University of ArizonaTucson, Arizona, USA

Valerie Jakar, David Yellin CollegeJerusalem, Israel

Gertrude Tinker-Sachs, Georgia State UniversityTucson, Arizona, USA

Diane Carter, Indianapolis Public SchoolsIndianapolis, Indiana USA

Beth Witt, Chinle Elementary SchoolChinle, Arizona, USA

Mark Algren, University of KansasLawrence, Kansas, USA

Eric Dwyer, Florida International UniversityMiami, Florida, USA

Bill Eggington, Brigham Young UniversityProvo Utah, USA

Christine Coombe, Dubai Men’s CollegeDubai, United Arab Emirates

Suzanne Panferov, University of ArizonaTucson, Arizona, USA

Valerie Jakar, David Yellin CollegeJerusalem, Israel

Gertrude Tinker-Sachs, Georgia State UniversityTucson, Arizona, USA

Diane Carter, Indianapolis Public SchoolsIndianapolis, Indiana USA


and Presentation Skills


and Presentation Skills

conference proposal writing and presentation skills beth witt, tesol 1994 baltimore and tesol 2002...

Documents

minutes slide

conference theme tesol

reimagining tesol

boston slide

proposal guidelines

conference proposal

proposal presentations

accepted proposals