Check out this great presentation from MELEd by MinneTESOL’s own Debbie Hadas and Bonnie Swierzbin. They give some great advice to consider as you prepare your presentation.
- Workshop or Panel (90 minutes)
A workshop provides participants with a “hands on” experience in developing methods or materials, analyzing research data, or solving a specific research/teaching problem. In a workshop, there is very little lecturing; rather, the emphasis is on audience involvement. A panel explores a specific issue from the differing points of view expressed by participants.
- Demonstration or Presentation (60 minutes)
A demonstration describes or shows audience members how to do something, e.g. a technique for teaching or testing language which affects development of one or more language skills. A presentation is designed for sharing a variety of aspects of teaching, e.g. a successful teaching strategy, activities, curriculum ideas and materials.
- Paper or Presentation (45 minutes)
A presentation is designed for sharing a variety of aspects of teaching, e.g. a successful teaching strategy, activities, curriculum ideas and materials. A summary of action research or a graduate thesis or other paper would also be appropriate for this option. This is also a great option for graduate students or other newer presenters!
How will proposals be rated?
The rubric used for judging the proposals is below.
|Are the proposal abstract and title clearly written? (The abstract should weigh more heavily than the title in rating the proposal.)||The proposal is succinctly written and the title clearly describes the session.||The proposal is clearly written and the title clearly describes the session.||The proposal is adequately written and the title generally describes what the session will entail.||The proposal needs some additional work. The title may or may not describe what the session will entail.||The proposal clearly needs significant work. The title may or may not describe what the session will entail.|
|Is the proposed topic relevant, interesting and useful to all or some of the MinneTESOL conference attendees?||The proposal represents issues of immediate relevance, interest and usefulness to many MinneTESOL conference attendees.||The proposal is timely, interesting and useful for many MinneTESOL conference attendees OR is immediately relevant and very useful to a smaller, possibly underserved group of attendees.||The proposal is timely, interesting and useful for some MinneTESOL conference attendees.||The proposal’s topic is less timely or of little use or interest to MinneTESOL conference attendees.||The proposal’s topic is irrelevant and of no use or interest to the MinneTESOL conference attendees.|
|Is the session based on best/recommended practice, does it add to attendees’ foundational knowledge or does it present current research within the ESL field?||The session is solidly based on best or recommended practice, adds to important foundational knowledge or presents high quality current research in the ESL field.||The session is based on best or recommended practice, adds foundational knowledge or presents current research in the ESL field.||The session makes some mention of best or recommended practice, foundational knowledge or current research.||The session refers only to historically established practices, common foundational knowledge or research > 10 years old.||The session refers to few practices, little foundational knowledge or few research contributions in the ESL field.|
| Examples of underserved groups include rural educators with few resources, tutors, and teachers of workplace English.|