Having just transitioned from practitioner to educator, I wanted to find a fun and interactive way for my very first class of level I culinary apprentices to be able to understand why beef is prepared the way that it is. I am a predominantly a kinesthetic learner so therefore I thought that all cooks would be as well because we enjoy working with our hands. Keeping these two things in mind, I decided to assign the class a project using social media as a follow up to an interactive field trip we had at Toledo Foods.
The project involved the students visiting a local butcher or grocery store, finding various cuts of beef and describing what they were, where they came from, how they would prepare them and then create a post with their findings. The structure of the project was vague and I did not have enough information and resources for the students to be able to learn what I wanted them to effectively. I wanted to create a community of learning amongst the students and myself but there were some barriers I did not consider which could have been overcome had I waited to develop stronger relationships with my students. A few of these included; students had jobs, longer commutes and family commitments. Looking back, I did not respect the students personal time outside of class and therefore I did not set them up for success, rather I created additional stress on their already full schedules. This is not something I would attempt to do again, they did not learn what I had envisioned.
Now that I have gone through CAE I have the necessary tools to be able to develop meaningful assignments. I can develop proper learning objectives and flow to ensure that the students are able to scaffold through lower to higher order thinking and apply what they have learned and assess themselves and their peers with proper rubrics. To ensure the students are successful in learning what I want them to I have redeveloped the project into a three-part exercise with four learning objectives where the students must now identify, categorize, choose, prepare and finally assess their knowledge. This process will now not only involve the kinesthetic learner, it will also include read/write and visual learning styles with both behaviorist and constructivist approaches. The assessment for the exercise will be summative and the students will have in-class time to work on it. This method will also assist in not overloading their schedules which also gives them opportunity to ask appropriate questions and have access to proper resources to ensure they are getting what they individually need to be able to understand the material successfully. Once the written portion of the exercise is complete we will transition into a lab situation where the students will be able to apply their knowledge in a practical format which will be formatively as well as peer assessed. The students will now comprehend the principles of beef.
The Before and After
After, Click Below to View the Updated Version