Print this page
19679
- When I give lecture notes, I make handouts with blanks in them. I have the same handout on the overhead transparency. The students fill in blanks throughout the notes as I lecture. This way they can listen and still have to write, but not concentrate on trying to write every word I say. (LS)
- Always keep a journal. Have the students write each day what they like and dislike and things that really help them. Maybe their favorite meals they prepared or ways that they can change or modify a recipe. (VM)
- In my nutrition/food science class, I guarantee cooking every week. To be able to afford this, I assign each student a demonstration at the beginning of the semester. I give them a recipe book and a schedule of when all the labs and demos will be performed. We alternate labs and demos every other week I assign 2 students to do each demo and we do 2 demos a class. The students prepare in advance by practicing the recipe, preparing a visual aide and a report on the demonstration. I count this grade as a test grade and by the end of the semester, every student will have an opportunity to get in front of the class. (CQ)
- Camp Mickey D’s was developed in San Antonio, Texas, by a McDonald’s owner along with the Career and Technology Director of the North East School District. The purpose is to give the opportunity to 14, 15, and 16-year old high school students to develop employability skills and to develop an understanding of how businesses operate. In addition, they will learn the concept of teamwork while raising their self esteem and learn about customer service. The students learn how to work with owners, managers, and co-workers. (CH)
- Title “Burned Toast” I have a designated location in the classroom and have available two buttons or plastic nametags that say: “I burned the toast.” The class members have the right to wear these buttons when they are having a bad day. This works for the instructor too! There is not discussion, just an acknowledgement. The bearer of the button doesn’t have to explain or talk to anyone. They only have to do their work as expected of every other student. Students are very respectful and do not abuse this practice. The end result is a real community and team building, respectful activity. The students all get their work done and it has never failed! Everybody can’t have a great day every day…so deal with it! (MA)
- One of the most fun lessons I do is a project on cuisines from the 17th, 18th, 19th centuries. The students have to pick a period of time, research the foods and ways of cooking, write a research paper, and choose 2 recipes from the period of time to prepare for the class. One group did foods from the Civil War, another did the French Revolution. Another did Lebanese food…another did 19th century Japan. (KH)
- I recommend Culinary Essentials published by Glencoe McGraw-Hill as a reference text for an introductory course in culinary arts. It covers the essential knowledge and skills in the subject area. It is written in a form that is easy to read. The illustrations are dynamic. Many activities are outlined to aid students in understanding basic culinary concepts. (IC)
- If you spray your mixing bowl and beater attachments before you make buttercream icing, it is easier to clean them. (YC)
- To help students understand the importance of measuring ingredients, I have them make a recipe that has no measurements or directions and compare it to a recipe that has all measurements and directions and then they compare recipes and write a summary of their experience. Usually I use peanut butter cookies. (KH)