Presenting with SEV – a guide for teachers

SEV’s main audiences are secondary teachers of VCE Politics, VCE Sociology and Civics and Citizenship. We also work with student voice, teaching controversial issues, and Victorian curriculum capabilities.

Our attendees tend to get the most out of sessions that are enthusiastic, informed and practical. We know that teachers are busy, so it is essential that our presentations aim to build practical skills and deepen understanding of curriculum content and teaching approaches.

When planning your presentation, think about a few key ideas you want teachers to leave with – ‘the takeaways’. Feel free for this to be a detailed description of how you approach a particular area of study, topic or skill (we love skills-focused professional learning: analysis, writing skills and thinking routines tend to be popular and helpful for our teachers).

In our experience, the considerations below make PD helpful and enjoyable for our teachers. These are things we have seen work; they aren’t all possible within a single session, but might help give you some ideas:

• Thinking about audience: are you aiming your session at beginner teachers, more experienced teachers, or both? What prior knowledge is assumed, and what will be introduced?
  
  
• Thinking about format: Is this a theatre-style presentation, a workshop, or an online PD? What kind of presentation or activity will best suit that format? (ask us if you’re stuck!).
  
  
• Giving teachers time to reflect and discuss their classroom practices.
  
  
• Offering teachers something that they can take away and use, resources that could be used in the classroom or crafted off, e.g. revision tables, flowcharts, activities and resources.
  
  
• Deep knowledge of the subject matter and recommendations for further reading.
  
  
• Interactivity – can teachers try out the activities you’re suggesting? Can they work together on something?
  
  
• Description or illustration of strategies such a detailed walkthrough of an activity, topic or pedagogical approach.
  
  
• Thinking critically about the study design – we really encourage rigorous engagement with the topic.

Session description, head shot and bio

When we are putting together programs for our events (or opening registrations for one-off events) we include a session description, presenter bio and often a head shot of the presenter. A staff photo or casual picture is fine – whatever you have on hand. Below are some tips to assist in writing session descriptions and bios. Feel free to do your own thing thought! These are just to help you get you started.

Writing your session description

In your session description we suggest using something like the following formula:

1. Intro: A ‘hook’ that engages the reader with the focus of the session.
   (e.g. ‘Do you live in fear of teaching controversial issues in your politics class?’)
   
   
2. Outline: This session will… (e.g. ‘This session will share strategies for managing controversial conversations, guided by Judith Pace’s work on ‘hard questions’.)
   
   
3. Extra detail on the format of session: what participants can expect.
   (e.g. ‘This interactive workshop will give teachers the chance to practice conversation moves that can help to support robust, informed and respectful dialogue about issues that tend to be divisive for students.’)
   
   
4. A note about intended audience (e.g. ‘This session is suitable for beginner or experienced teachers, but prior knowledge of the VCE Politics curriculum is assumed.’)

Writing your presenter bio

Your bio doesn’t need to be long – we think the most effective ones are usually only two or three sentences.

For example: Claudia has been teaching VCE Politics and VCE History in the western suburbs for six years, and previously taught English in South Korea. She is obsessed with Question Time and enjoys helping students to draw connections between federal politics and their everyday experiences.

You may want to provide details like:

• your position and subjects taught
• the length of time you’ve taught
• your academic background
• what you’re passionate about; and/or
• other relevant experience that you have (e.g. working on education resources, completing additional professional learning or overseas working experiences).