present at meled? yes, i can! a workshop about writing a presentation proposal debbie hadas...

Present at MelEd? Yes, I CAN!

A workshop about writing a presentation proposal

Debbie Hadas [email protected] Swierzbin [email protected]

To present at a conference, what do I need?

I need formal research.

MelEd 2014, Debbie Hadas & Bonnie Swierzbin


I need original ideas.



I need fancy graphics and sound effects.


So what do I need?

One good idea!And a good abstract


Workshop Objectives:

Participants will be able to list the items that are part of a conference submission.

Participants will be able to identify the steps in the review process and the criteria used to rate the abstracts/titles.

Participants will be able to identify the important parts of a presentation abstract.

Participants will learn from the presenters’ good (or possibly bad!) example how to give an effective presentation.


Parts of a Submission

title

program summary

bio

type

paper (20 minutes)

presentation/demonstration (20 or 50 minutes)

workshop (50 minutes)

panel (50 minutes)

poster

abstractMelEd 2014, Debbie Hadas & Bonnie Swierzbin

Types of Presentations


Paper: Tells about something that you are doing in relation to theory or practice; often presented using audio-visual aids and accompanied by handouts

Presentation/Demonstration: Describes or shows audience how to do something, e.g., a technique for teaching or testing language

Workshop: Provides participants with “hands on” experience in developing methods or materials, analyzing research data, or solving a specific research/teaching problem; emphasis is on audience involvement

Panel: Explores a specific issue from the different points of view from multiple participants

Poster: Features teachers sharing lesson plans, classroom projects, or research studies that they have successfully worked on

Review Process

each proposal is read by 3 reviewers from the Interest Section it was submitted to, looking for …

title, abstract, type and time

reviewers use a rubric (see handout)

abstract & title clarity

relevance, interest & usefulness

best practice, foundational knowledge or current research

the review process is “blind”: The reviewers don’t know who you are.


Parts of an Abstract

Two common types of abstracts-

problem/solution

background/new information

Every abstract should say what the audience will learn or be able to do as a result of attending the session.


Looking at an Abstract


Title of Presentation: How Teacher Candidates Learn to Enact Culturally Relevant Pedagogy

Type of Presentation: Paper (20 minutes) Interest Section: Teacher Education

As defined by Gloria Ladson-Billings (1995), Culturally Relevant Pedagogy (CRP) is a theoretical model that addresses student achievement, helps students to accept and affirm their cultural identities and develops critical perspectives that challenge inequities that schools (and other institutions) perpetuate. Ladson-Billings takes up the critical importance of enacting CRP and posits that its enactment is essential in closing the achievement gap in schools. Unfortunately, teachers struggle to articulate what CRP looks like in practice and teacher educators are equally challenged in their attempts to prepare teacher candidates to enact it. The aim of this work is to respond to the gap in understanding in teacher education using Communities of Practice as a theoretical framework (Lave and Wenger, 2001). Communities of Practice are groups of people who share an interest in an activity and gather regularly to improve their performance. This study seeks to examine what factors contribute to how teacher candidates in Communities of Practice learn how to enact pedagogies that are responsive to the ethnically and linguistically diverse students that they teach. Initial findings are that the teacher candidate participants expressed that lessons about cultural relevancy in teaching weren’t as meaningful when delivered prior to the student teaching experience. They also reported that the stress of earning a grade resulted in a less meaningful experience. Lastly, data from this study supports the argument that CRP is the result of a mindset and is not a set of strategies.

Looking at an Abstract


Title of Presentation: Co-Teaching Differentiated Math in an EL Cluster

Type of Presentation: Workshop (50 minutes) Interest Section: Elementary/Middle

Co-teaching and differentiating math instruction have been very effective in our experiences. However, we found that although there was much information on how to co-teach reading, virtually no information was out there on co-teaching guided math. We took what we knew about differentiation and guided reading instruction and applied it to our math lessons. For this reason, it was decided that showing others how to implement this approach was much needed. A brief outline of co-teaching within the context of EL will presented. Next, an overview of our modifications to guided math will be taught. After that, what the two look like when implemented together will be laid out. Following that a video of an actual lesson of us co-teaching guided math in an EL cluster will be shown. Finally, participants will have an opportunity to ask questions of the presenters. During this process, the participants will be given tools that will allow them to replicate the model we present and get them started on either co-teaching, differentiated math instruction, or a combination of the two. It is our hope that by seeing an actual implementation of this, that they will feel that it is relatively straightforward to begin. We will provide some ideas of how they might be able to take what they learn about using this in a math setting and apply it to other content areas.

Looking at Abstracts: Your Turn


In groups, choose which example of an accepted abstract your group will

read identify the type (background/new info, problem/solution) and

identify the parts identify what the audience will know or be able to do as a result of

this sessionNext look at the abstracts on the back of the handout. In groups, choose which example abstract your group will read identify the type (background/new info, problem/solution) and

identify the parts identify what the audience will know or be able to do as a result of

this session find some things that this author could do better

Accepted Abstract: Teacher Ed


Based on the National Board for Professional Teaching Standards (NBPTS) process and portfolios, the edTPA (teacher performance assessment) for English as an Additional Language (EAL) joins other contents areas in 2013-2014 for full implementation in Minnesota and many other states. This rigorous, performance-based assessment is designed to measure novice teachers' readiness to teach English as an additional language, with a focus on P-12 student learning and based on principles from research and theory. Developed by the Stanford Center for Assessment, Learning, & Equity (SCALE), the edTPA is changing the ways in which teacher candidates are prepared and assessed. This presentation will share key features of the edTPA, and discuss ways in which the licensure program at the University of Minnesota is using a process of backwards design to prepare candidates for their final portfolio submission at the end of the program. The presenter is a trained scorer for the English as an Additional Language edTPA, and will share insights into professional development implications for new and veteran teachers, especially with regards to the rigorous expectations within the assessment for deep integration of language and content.

Accepted Abstract: ElementaryPen pal projects have been around for a long time, but in today's busy and demanding schools, it may seem difficult to find the time to invest in such an endeavor. This presentation will convince educators that it is worth their time and effort because the benefits to students will be tremendous. Presenters will describe a pen pal project (logistics, process and content) between students in Rochester, Minnesota and Sri Lanka. All of the students benefited academically as they learned how to write a proper letter and edit and revise their work. Many Common Core writing standards were met each time they worked on their letters. The social and cultural benefits were also great for both groups. They were able to learn about each others' countries and cultures, which expanded their world view. In addition to describing the academic and social benefits of pen pals, the presenters will also discuss how to get started and build a solid relationship between teachers in order to have a successful project throughout the year. Finally, various resources to assist educators in developing their own pen pal partnerships will be presented and discussed. The session will hopefully inspire teachers to take on this challenge and reap the rewards of having students tell them that it was their favorite part of the whole school year.

Abstract that needs work: Teacher Ed

Heritage language preservation is a multi-dimensional phenomenon that has been searched from a variety of perspectives such as anthropology, psycholinguistics and sociolinguistics (Pseudo & Nym, 1991). Heritage language preservation has been studied in diverse populations including bilingual and multilingual speakers, aging, indigenous speakers in North American and Australia (Dewey, Cheatham & Howe, 1983), and also is related to a variety of important topics including acculturation, assimilation, alienation and language death. Language preservation not only covers the issue of language retention from different perspectives like age, motivation and attitudes, but also can be analyzed from the linguistic and theoretical aspects of language. This paper will discuss heritage language preservation particularly from sociolinguistic perspectives including acculturation, assimilation, social alienation, and extinction. In addition, various cultural issues will be discussed. Finally, recommendations for language protection will be provided.

Abstract that needs work: Secondary

At the end of this session, participants will be able to:1. Find the tier of vocabulary in texts.2. Identify the vocabulary them in various texts.3. Use online and print resources to locate alternate texts with different tiers.4. Use visuals to support vocabulary in text books. Outline:1. Overview of the research that supports using differentiated vocabulary instruction.2. Overview of tiered vocabulary.3. Sharing of resources for alternate texts.4. Question and answer section. Common Core Standards place an emphasis on advanced vocabulary and teaching reading. This is especially important for teachers of English learners. But memorizing lists of words and definitions is less than helpful. All students should have the opportunity to learn using texts within their own ZPD. In this session we will explore methods and resources for finding and using reading materials with tiered vocabulary focusing on a theme or specific subject. Through use of differentiated vocabulary instruction every student can read at their level and can contribute to the class learning as a whole.

Tips

have someone else read your proposal, both for clarity and for grammar & spelling

give yourself more time than you might first think you need

avoid jargon and acronyms

the reward of writing an abstract is that it becomes the outline for your presentation


Why Should I Present?

Share your experience

Share your ideas

Share your insights

Share your research results

Reflect and learn


Should I present with a friend? A co-worker?

Collaboration is a powerful experience.

We can edit and encourage each other.

We can share the work.


Should I present by myself? This really is my project.

I have enough to say.

I want to make the decisions.


Should I be nervous?Teachers are a friendly audience!


Questions?If you are unsure, ask the conference chairs: They

WANT your submission.

Debbie Hadas [email protected]

Bonnie Swierzbin [email protected]


present at meled? yes, i can! a workshop about writing a presentation proposal debbie hadas...

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