Beth Witt, TESOL 1994 Baltimore and
TESOL 2002 Salt Lake City
Mark Algren, TESOL 2003 Baltimore
Eric Dwyer, TESOL 2004 Long Beach
Bill Eggington, TESOL 2005 San Antonio
Christine Coombe, TESOL 2006Tampa
Suzanne Panferov, TESOL 2007 Seattle
Valerie Jakar, TESOL 2008 New York
Gertrude Tinker-Sachs, TESOL 2009 Denver
Diane Carter, TESOL 2010 Boston
Ahmar Mahboob, TESOL 2010 New Orleans
Mashael Al-Hamly, TESOL 2012 Philadelphia
Presented at
TESOL 2011 New Orleans
What kind of topics are encouraged?
• Those focusing on the conference theme
– TESOL 2012 Philadelphia theme:
A Declaration of Excellence
• 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.
– http://www.tesol.org
– Click on “Convention”
– Then click on “Call for Participation 2012.”
• 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!
Type
of Proposal
Choose the correct type of proposal (typical time)
• Most accepted proposals have one
Presentation
Length
important
component
in
common:
that
Colloquium
1 hour 45 minutes
they conform to the guidelines
Discussion Group
45 minutes
•HotMany
have
one
Topic rejected proposals20
minutes
Poster
Session component in 1common:
hour 15 minutes
important
that
Practice-oriented
minutes
they don’t Presentation
conform to the45guidelines.
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!
• 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
– Please make sure that the email address
you use when you submit your proposal
will be valid from June 1, 2010 to
March 29, 2012.
– Please make sure you have added
conventions@tesol.org to your safe list or
unblock it from your firewall. For
information on how to add or unblock an
email address, please contact your
internet service provider’s technical
support department.
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
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 sentence(s) describing what
you’re going to do?
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 sentence(s) describing what
you’re going to do?
YES
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
Last item stating what participants will get out
of the session?
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
Last item stating what participants will get out
of the session?
YES
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
Length?
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
Length?
39 words
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
Acronyms? Citations?
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
Acronyms? Citations?
Nope! We’re OK!
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
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
Good 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.
Same Abstract
Good example or bad example?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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?
Which problems and concerns?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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?
Unreliable student participation?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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?
High drop-out rates?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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 sentence(s) describing what
you’re going to do?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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 sentence(s) describing what
you’re going to do?
SORTA: Top-down review
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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 sentence(s) describing what
you’re going to do?
SORTA: no interaction; no discussion
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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 sentence(s) describing what
you’re going to do?
SORTA: no exchange of ideas
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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
Last item stating what participants will get out
of the session?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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
Last item stating what participants will get out
of the session?
NOT BAD
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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?
60 words
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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?
60 words – way, way, way too long!
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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
Citations? Acronyms?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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
Citations? Acronyms?
Oops!
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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
Citations? Acronyms?
Oops!
Besides, why on Earth would we cite
them?
We are going to review lots of problems (Algren, Al-Hamly,
Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob,
Panferov, Tinker-Sachs, and Witt, 2010, 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.
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.
Discuss your decision with your colleagues.
A Sample Abstract
An amazingly good proposal 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, 2011) 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.
Discuss your decision with your colleagues.
Another version
A really bad abstract never ever, not in a zillion
years, written by Christine!
Good MCQs are the most difficult formats to
develop (Coombe et al, 2011) 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
Perhaps Mark or Eric would write such junk! Bill
might have, as well.
Good MCQs are the most difficult formats to
develop (Coombe et al, 2011) 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
But never Christine, or even Mashael
Good MCQs are the most difficult formats to
develop (Coombe et al, 2011) 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
Beth, Suzanne, or Diane? Perhaps, but only on a
really bad day!
Good MCQs are the most difficult formats to
develop (Coombe et al, 2011) 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
But never Christine! Or even Valerie or
Gertrude. They just wouldn’t.
Good MCQs are the most difficult formats to
develop (Coombe et al, 2011) 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
Ah! You know what? I think Ahmar wrote this.
Good MCQs are the most difficult formats to
develop (Coombe et al, 2011) 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.
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
A Declaration of Excellent
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 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
Factors Affecting Selection
• 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 contains clear reference to names of presenters.
It is not received before the deadline.
• All proposals: Wednesday, June 1
• Video materials: Tuesday, August 2
• 5:00 pm – Washington, DC time
The same proposal is submitted to more than one
Interest Section (IS) or more than once.
The same proposal is submitted every year under
different titles.
The proposal was faxed or mailed.
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
What the Review Team says…..
• Good proposals
– 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
– have significance for an intended
audience
– exhibit high standards or research or
practice
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 1-5 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: 5-30
Criterion
Excellent
5
Good
4
Satisfactory
3
Fair
2
Poor
1
1. Proposal title
The title gains the
reader’s interest;
describes the
session.
The title clearly
describes the
session.
The title generally
describes what the
session will be
about
The title has some
indication of the
session’s content.
The title gives little
information about
the session’s
content.
2. Purpose and
session type
The proposal
matches the
session type. The
objective is clear
(stated or implied);
there are specifics
that make the
reader want to
learn more.
The proposal is
appropriate for the
session type. The
objective is clear
(stated or implied),
and it is clear how
the presenter will
attain it.
The proposal is
generally
appropriate for the
session type. The
objective is stated
or implied, but
how it will be
achieved is not
explained.
The proposal may
be appropriate for
the session type.
The objective is
too general and
how it will be
achieves is not
explained.
The proposal is
inappropriate for
the session type,
or the objective is
not stated,
implied, or clear.
3. Currency,
importance, and
appropriateness of
topic to the field
and interest
section (IS)
The topic is
current,
immediately
relevant, or
important to the
field and the IS. I
would definitely
attend or
recommend this
session.
The topic is
current and
appropriate to the
field and/or the IS.
I would probably
attend this
session.
The topic may not
be current but
focuses on issues
appropriate to the
field and the IS. I
may attend this
session.
The topic is
somewhat related
to issues in the
field and the IS. I
would probably
not attend this
session.
The topic is not
current or not
appropriate to the
field or IS. I would
not attend this
session.
Criterion
Excellent
5
4. Focus and
organization of
content (based on
proposal type)
The proposal is
well-focused. It
previews the topic,
presents the
materials in an
interesting way,
and shows how it
will be included.
5. Clarity of
proposal and
participant
outcomes
6. Theory, practice,
and/or research
contribution to the
convention and/or
to the Field or IS
Good
4
Satisfactory
3
Fair
2
Poor
1
The proposal is
focused and
explains how the
presenter will
introduce and
present the
material in a
comprehensible
way.
The organization
may be
understandable to
the audience, but
the proposal could
be more focused
and better
organized.
The topic is not
focused or there is
little or no
organization to the
proposal.
The proposal
abstract is well
written and
provides an
explicit statement
of participant
outcomes and how
they will be
achieved.
The proposal
abstract is clearly
written and
provides a general
statement of
participant
outcomes and how
these will be
achieved.
The proposal
abstract is
adequately written
and includes a
statement of
participant
outcomes, but it
needs more detail.
The topic’s focus
is too narrow or
too general. The
proposal shows
some
organization, but it
may not provide
sufficient
guidance for the
audience.
The abstract gives
some ideas about
outcomes but
needs to specify
how they will be
reached during the
presentation.
The abstract refers
to the theory,
practice, and/or
research on which
the presentation is
based and clearly
shows how it is
connected to the
presentation in a
relevant and
useful way.
The abstract refers
to the theory,
practice, and/or
research on which
the presentation is
based in an
understandable
way and relates it
to the
presentation.
The abstract refers
to theory, practice,
and/or research on
which the
presentation is
based and relates
it to the
presentation to
some extent.
The abstract
mentions that
some theory,
practice, and/or
research was
used, but the
abstract is not
specific or does
not relate it to the
presentation.
The abstract does
not mention
theory, practice, or
research.
The proposal
abstract needs
work on sentence
structure. It also
fails to give
outcomes.
the good and
the 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!
From the Proposal to the Presentation
Project a positive image!
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
Before the Presentation
• 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.
During the Presentation
• 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
During the Presentation
• Do’s and Don’ts
– 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
More Tips for Successful Presentations
• 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
Troubleshooting
• Possible solutions
– 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.
• You may 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 house
Be 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 sand
Be 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 reap
Be prepared, be prepared, be prepared
Be prepared
Be prepared
Be prepared
Be prepared!!!
contact information
Mark Algren
Mashael Al-Hamly
Diane Carter
malgren@ku.edu
mashael2@hotmail.com
dhcarter@iupui.edu
Christine Coombe
christine.coombe@hct.ac.ae
Eric Dwyer
eric.dwyer@fiu.edu
Bill Eggington
wegg@byu.edu
Valerie Jakar
gidyakar@netvision.net.il
Ahmar Mahboob
ahmar.mahboob@usyd.edu.au
Mark Algren
University of Kansas
Lawrence, Kansas USA
Beth Witt
Chinle Elementary School
Chinle, Arizona USA
Diane Carter
Indianapolis Public Schools
Indianapolis, Indiana USA
Valerie Jakar
David Yellin College
Jerusalem, Israel
Eric Dwyer
Florida International University
Miami, Florida USA
Bill Eggington
Brigham Young University
Provo, Utah USA
Ahmar Mahboob
University of Sydney
Sydney, New South Wales, Australia
Gertrude Tinker-Sachs
Georgia State University
Atlanta, Georgia USA
Christine Coombe
Dubai Men’s College
Dubai, UAE
Mashael Al-Hamly
Kuwait University
Kuwait, Kuwait
Suzanne Panferov
University of Arizona
Tucson, Arizona USA
Beth Witt, Chinle Elementary School
Chinle, Arizona, USA
Mark Algren, University of Kansas
Lawrence, Kansas, USA
Eric Dwyer, Florida International University
Miami, Florida, USA
Bill Eggington, Brigham Young University
Provo Utah, USA
Christine Coombe, Dubai Men’s College
Dubai, United Arab Emirates
Suzanne Panferov, University of Arizona
Tucson, Arizona, USA
Valerie Jakar, David Yellin College
Jerusalem, Israel
Gertrude Tinker-Sachs, Georgia State University
Atlanta, Georgia, USA
Diane Carter, Indianapolis Public Schools
Indianapolis, Indiana, USA
Ahmar Mahboob, University of Sydney
Sydney, New South Wales, Australia
Mashael Al-Hamly, Kuwait University
Kuwait, Kuwait