Evaluation, Option E:
Using Misconceptions

Estimated Time: 30 minutes.

List of Materials

Note: This evaluation activity can be adapted to fit any workshop. As shown here, it is intended for a workshop on designing instruction. To use it for another workshop, prepare a transparency showing misconceptions related to the goal statements that you selected for that workshop (see Possible Goals for a Project 2061 Workshop, Chapter 5: Selected Readings).

Note: If you have not distributed Project 2061 information handouts earlier during the workshop, make them available to participants now. HANDOUTS: Benchmarks for Science Literacy, Benchmarks for Science Literacy on Disk, Blueprints for Reform, Resources for Science Literacy, Science Literacy for a Changing Future.

Sample Presentation
TRANSPARENCY: Misconceptions?

• Studying the science literacy and learning goals is necessary for curriculum developers, not for teachers.
• The most efficient way for teachers to improve their own understanding of science, mathematics, and technology and their interconnections is to take advanced courses.
• State and school-district groups can start from scratch and develop a set of learning goals comparable to those presented in Benchmarks and Standards in a very short time.

Presenter: Each group is asked to discuss and prepare its response to one of these statements. So that we can get at least some of your thinking on all of these, I will assign each group one statement to start with. If your group wishes to respond to more than one statement that is fine, but you need to respond first to the one assigned. I will collect each group’s responses.

Thank the group for their work throughout the workshop and for taking time to thoughtfully complete the evaluation.