Evaluation, Option F:
Poster Presentation–Lesson Design

Estimated Time: 4 hours including poster preparation time.

List of Materials

Example of Use: Sample 2.5-Day Workshop Agenda.

This evaluation option is designed specifically for use with a 2-3 day workshop on designing instruction in which participants complete their own lesson designs. (See any option in Exploring the Use of Project 2061 Tools, 5: To Design Instruction.) On the final day of the workshop, participants use posters to present their progress in lesson design. The specific content of the workshop script will depend on which lesson has been analyzed earlier in the workshop. This poster presentation format can be modified for use as an evaluation in other types of workshops, as well.

Sample Presentation
Step 1: Prepare posters. (2 hours or as overnight assignment)

TRANSPARENCY: Poster Presentation Homework. thome2ev.eps

Presenter: On the last day of the workshop, each group will share its progress in lesson design by preparing a poster. The poster presentation should do four things:

1. Provide a brief overview of the lesson, including the benchmarks that are addressed.

2. Explain how the instructional activities address the benchmarks.

3. Explain how the lesson design reflects Project 2061 principles of teaching and learning.

4. Describe any issues that arose during the lesson development.

We will supply chart paper, markers, and tape. If there are other materials you want to use in creating your poster, please bring them with you.  

Step 2: Present posters. (90 minutes)

Step 3: Analyze the design procedure. (15-20 minutes)

After all groups have had a chance to present and to examine the other posters, convene the entire group to discuss their use of the procedure.

TRANSPARENCY: Discussion Questions.

Presenter: You have had an opportunity to use this procedure for design of instruction. Based on this limited exposure to the design procedure, how would you answer these questions?

Allow time to think about these questions and discuss them with a partner. Collect some responses and record them on a transparency or chart paper.

Distribute the HANDOUT: CELLS Through the Lens of Benchmarks. Ask participants to read it.

Presenter: How does the author of these reflections respond to these questions? She tells us that she did not begin her planning on cells by going first to her files or current textbooks. Instead, she began by rereading SFAA on cells to discover what knowledge and skills it presents as the goals of K-12 teaching on this topic. She uses the essays in Benchmarks to find out what misconceptions students often have about cells and what concepts they may have difficulty understanding. 

Invite participants to respond to the ideas shared in the essay.

Presenter: Do you believe use of this design procedure would result in improved instruction in your school system? Why or why not?  

Take some responses to these questions from participants. Briefly summarize what has been learned in the lesson design activity.