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Guidelines for Presentations

Author: NYCWP

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LEHMAN COLLEGE

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INSTITUTE FOR LITERACY STUDIES

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Tel: (718) 960-8758

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THE CITY UNIVERSITY OF NEW YORK

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250 Bedford Park Blvd. West

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Fax: (718) 960-8054

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Bronx, NY 10468-1589

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NEW YORK CITY WRITING PROJECT

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GUIDELINES FOR PRESENTATIONS

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Presenting one aspect of your work or raising an issue that faces you daily in your teaching can be an informative experience. You gain a deeper understanding of why something may work or be problematic as well as have the pleasure of sharing your experience and knowledge with a supportive group of peers. In addition, presentations of practice also offer the teacher an opportunity to receive feedback and support from colleagues.

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To ensure that presentation provide a gratifying experience both for the presenting teacher and the audience, they need to be carefully considered and designed in advance. If you plan on presenting some aspect of your teaching to the group, please consult the following guidelines. It is essential that you meet with seminar leaders prior to your presentation.

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Guidelines:

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  1. The presentation should focus on one particular activity and have an interactive element. It is not a lecture. The group should be engaged either in doing something or in look at something.
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  1. In determining a focus for the presentation, you may want to select an activity or approach to learning that you have used successfully and are eager to share with colleagues, or you may decide to use the time to bring in samples of student work as a way to explore a pedagogical issue or problem. In doing the latter, it may be helpful to have a focus question for the group to consider as you present.
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  1. Timing is important. You want to work within the framework of a specific amount of time, allowing five to ten minutes at the end for questions and feedback.
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  1. Find out the approximate number of people who will attend your presentation and have all handouts, materials, and equipment prepared in advance.
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  1. Make up a preliminary plan to share with course leaders in advance
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Possible Plan:

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  1. Briefly give a context for the presentation (5 minutes):
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  1. Describe the class (or school) and the students; tell the group anything they need to know about your teaching situation.
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  3. Explain how this activity or approach developed – what needs it addressed; what students had to learn how to do; why you decided to try it.
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  5. Identify the presentation’s goal: what will we be doing and what do you hope the group will see, question or understand?
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  1. Activity:
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  1. Have the group engage in a focused activity. Keep in mind that “less is more.” Don’t overload the activity.
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  3. Please realize that you may need to adapt for adults what you do with students.
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  5. Activities can include:
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1) reading and using writing in a particular way

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2) writing and/or revision

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3) looking and/or working with samples of student work, framed by a focus question

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4) engaging in a hands-on endeavor that reflects what students might do in your class

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  1. Closing: (5-10 minutes):
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  1. Briefly explain how and/or why you think this activity has been valuable for your students. What has it enabled them to do or learn?
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  3. If you are presenting student work or exploring an issue with teachers, ask for suggestions or recommendations.
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  5. Ask for questions and other possibilities or adaptations for the future.
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NOTE: These guidelines are very general. Your particular focus may not fit the items on this sheet. This is why it is important for you to discuss your plans with seminar or workshop leaders.

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Prepared by:

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Ed Osterman

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© New York City Writing Project, 1998

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DMU Timestamp: April 30, 2019 18:47

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