From 2003 Events

Wednesday, 02 September 2009 13:31

My students, traditionally, have had little exposure to the wide variety of foods and cooking ingredients available. Many eat “fast food” on a daily basis and few have experienced fine dining. I like to introduce fresh produce groups (fruits, vegetables, herbs and spices and salad greens) by presenting a wide variety of items and having a tasting party. Students are given a tasting chart to complete as I introduce each new produce item. They then write comments under columns for description (can illustrate and color), aroma, taste, how used. I try to select the more common herbs and spices—sage, oregano, basil, chives, bay leaves, cilantro, ginger, cloves, cinnamon sticks, etc. As students examine these and complete tasting chart, they make a herb collection to take home for their family to used in cooking. (KB)

Wednesday, 02 September 2009 13:29

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)

Wednesday, 02 September 2009 11:33

If you are looking for chef coats for your class, try calling your local uniform rental/cleaning company. When the coats are barely worn, they will sell for almost nothing and/or donate the coats to your class. (MM)

Wednesday, 02 September 2009 11:30

Regarding lab evaluations: I use a form which lists the points available for labwork, attendance/prep, clean-up, proper uniforms/tools, and being on time (total 10 points for the day). The competencies I use are also listed on this form under skills tests which occur every 4 weeks in each section (for example, section 1 is sweetdough and muffins, section 2 is quickbreads, section 3 is yeast bread and section 4 is cookies for a total of 16 weeks or one semester). The competencies are graded using a scall of 1=no clear indication, 2=inconsistent evidence, 3=emerging competence, 4=clear competence. (KN)

Wednesday, 02 September 2009 10:58

I developed a reading guide for my students in response to my frustration that students would not read assigned material in the text. Each reading guide covers a chapter. This has worked well with all levels of students. I pull test questions from the reading guides for unit tests plus this helps me to develop a study guide. Student grades have improved plus the reading guides are useful for me for teacher orientation. (MM)