Download e-book for iPad: Making Effective Presentations at Professional Conferences: by Mary Renck Jalongo, Crystal Machado

By Mary Renck Jalongo, Crystal Machado

This paintings prepares academics, students, and better schooling school to behavior a number of forms of shows, together with workshops and instructor inservice trainings; poster classes; panel discussions; roundtables; examine boards; and technology-supported displays. Making potent displays to fellow execs at meetings is a vital contribution for educators in any respect degrees, from easy via greater schooling. The publication takes the technique of a “paper mentor” that publications the reader by using templates, particular examples, and a variety of online assets.

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Additional resources for Making Effective Presentations at Professional Conferences: A Guide for Teachers, Graduate Students and Professors

Sample text

Part II Types of Presentations Section Overview Universities expect graduate students and faculty to have active research agendas. The term “active agenda” is defined differently by different institutions. This section begins with a definition of the term “research” and a description of the range of scholarly endeavors that can be described as research. We then describe how you can identify a conference, gain a working knowledge of the different sessions offered, and reflect on your scholarship before making a decision.

Please identify some realistic outcomes, given the time constraints. • What types of discussion, experiences, activities, simulations, cases, or examples might you hope to engage in during the session? Please provide some examples. • What resources would be helpful? What would you hope the presenter might distribute in a handout? Please list some suggestions. • What would be your worst fear about a session on this topic? Explain what the presenter could do to avert this. Choosing and Using Examples A professor of education was invited to give a keynote address on teaching children to read.

She went on to explain that for those of us who are teachers, graduate students, and professors, it seems surprising that book reading is so infrequent but that this does not mean that other, shorter pieces of writing are not read. If the presenter had not been prepared, that question near the beginning of the session might have diminished her competence in the eyes of the group. When we see great speakers, they give the mistaken impression that what they are doing is “natural”. Therefore, one common mistake occurs when novices attempt to emulate expert presenters who make the task look deceptively easy.

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