Are you
Ready?
Call For Presentations
2
relearning learning = relearning2
2010 CEFPI Midwest Great Lakes Regional Conference
Steelcase University
Grand Rapids, Michigan ◊ May 12 -13, 2010
2
relearning learning = relearning2
Submit your Presentation Proposal
2010 Midwest/Great Lake Regional Conference
May 12 -13, 2010; Grand Rapids, Michigan
The Conference
Today’s workplaces demand a highly educated workforce to compete in the world economy. Yet, the
predominate mode of delivering education in America predates the Industrial Age...
What should learning be like today?
What is the role of the educator and of the student?
What are the roles of school administrators and colleges of education? Can students become excited about learning?
Can technology improve learning?
What should school architecture be like in the 21st Century?
Explore these and other related issues with real life examples as we relearn the pedagogy of learning. Experience the best in learning from North America and Great Britain
Potential Topics
This short list of topics falls into the range of information most pertinent to the conference attendees.
This list is not all-inclusive. Please consider any area in which you have expertise and can impart fresh ideas and knowledge on the listening audience.
Project Based Learning
Planning
Technology in Education
School size: Choices and Issues
Learning Styles and the Physical Environment
Successful Learning Models – Pedagogy, Schools, Classes
Change Now on a Frugal Budget
Educational Commissioning
General Proposal Guidelines
Proposals should take the conference theme into account. Speakers will be selected to present on either Wednesday, May 12, 2010 or Thursday, May 13, 2010. Sessions will be approximately an hour and fifteen minutes in duration. Certain proposals may be allotted two contiguous sessions lasting two hours and a half. Specify your needs with your submittal.
Please consider transforming your audience from passive listeners to active, engaged participants. Avoid total reliance on Powerpoint presentations. Instead, engage your audience using interactive techniques and hands-on activities.
Suggested Presentation Strategies**
Strategy 1: DEBRIEF
Basic idea. A brief and powerful experiential activity is followed by a debriefing discussion to elicit
and share useful insights.
Application. This lecture game is especially useful when the instructional content involves counter-intuitive principles, attitudes, and values.
Flow. Conduct your experiential activity without lengthy introduction. When the activity is finished, explain that different people may have had different insights from the activity. You will now conduct a six- step structured debriefing to help maximize learning. Start by asking participants how they feel. Then help them recollect the experiential activity. For the third step, encourage participants to generalize. State some general principles, and ask participants to provide evidence from the experiential activity, or from real life, to support or reject the principles. In the fourth step, help participants relate the activity to the real world. For the fifth step, ask speculative, what-if questions. Finally, for the sixth step, ask participants how they would behave differently if the activity were repeated. Help them generalize by asking them how they might change their real-world behavior.
Strategy 2: INTELLIGENT INTERRUPTIONS
Basic idea. Presenter stops the lecture at random intervals and selects a participant. This participant asks a question, makes a comment, or challenges a statement as a way of demonstrating that he or she has been intelligently processing the presentation.
Application. This lecture game is especially useful when the instructional content is informational.
Flow. Set a timer for a random period between 5 and 10 minutes. Make the presentation in your usual style. Stop the presentation when the timer goes off. Announce a 30-second preparation time during which participants review their notes. Select a participant at random. Ask participant to demonstrate his or her understanding of the topic by asking five or more questions, coming up with real or imaginary application examples, presenting a personal action plan, or summarizing the key points. The selected participant should spend at least 30 seconds and not more than 1 minute in his or her “interruption.” React to participant’s interruption and continue with your presentation. Repeat the procedure as needed.
Strategy 3: INTERPRETED LECTURE
Basic idea. The presenter pauses from time to time during the lecture. A randomly selected participant
“translates” the lecture into plain English.
Application. This lecture game is particularly useful with complex topics. It requires a high level of
language skills among participants.
Flow. Warn participants that you will randomly select people from time to time to interpret what you said during the most recent segment of your presentation. Lecture for about 5 minutes. Pause briefly to permit everyone to get ready for the interpretation segment. Randomly select a participant to repeat what you said in her language. After this interpretation, ask others to add any missing items. Repeat the procedure in approximately 5 minute intervals.
**All presentations should have a significant interactive element.
Proposal Submission Form
Deadlines
The deadline to submit a proposal is November 13, 2009
Please submit proposals at http://www.cefpi.org/custom/callforpapers/submit_paper.cfm?call_id=11
Questions? Please contact: Janell Weihs at or 480.391.0841
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