I have a core number of "extras" in mind based on what module I am teaching. In the culinary class room there is an almost infinite number of additional techniques and moethods to show my students. I also will often bring in an article I am reading in a trade journal to share with the students and then elaborate by demonstrating the technique that is being discussed and is pertinent to the class.
Hi Jake:
Surely true, and instructors benefit their students who regularly practice this preparation.
Regards, Barry
Hi Gerry:
Very ingenious method of assessing things from a students point of view. I can see this is kind of an inexact technique, but trends, or common topics needing more review would probably become apparent. Thanks for sharing!
Regards, Barry
I agree with Alana and others that having an abundance of information ready to use is crucial. Additional examples, explanations, reading assignments, group work, etc. are all very helpful when either A) a class is experiencing difficulty learning course material and B) when a class is actually learning particular lessons so well that we move through all the material too quickly.
One of the strategies that I have used is a classrooom assessment at midterm. I give each student a 3x5 card and I put 2 questions up on the board. #1 is what is one thing you have learned so far in this course that you didn't know before this class? #2 is what topic have we gone over that is still very "muddy", or unclear at this point. No names are written on the cards. I collect them and then review them at the end of class. Sometimes the students want to go over them right away and are not concerned about anybosy knowing their struggles, or knowing that they did not put their names on the card, they are not concerned about being identified. I play it by ear with the class as to whether we go over the questions or not. This has helped me to add or review topics as needed or review the content to tweak the curriculum, if needed.
Hi Elizabeth:
Here's a great opportunity to be creative. If you have to follow a set curriculum, your challenge is to make it interesting with examples, illustrations, sttories, case studies, work examples, or situations that you've experienced. As long as it relates to the topic, you ought to be able to have an interesting and enjoyable class.
Regards, Barry
I'm locked into my course. My program director picked the material and made all the tests, and will not allow us to divert very much. Everyday is pre-planned and that is all I can do for that day. It is easy in a way, but boring.
Hi Bruce:
Yes!. I believe (in principle) there can never be enough practice. For instance, performers, actors, atheletes - a few examples where continuous practice or rehearsal is required, even after they've become working professions. My point is without this regularity of practice, they will soon lose their edge.
I think this true with learning new material too. Getting their hands on and developing skills requires doing, correcting, improving, perfecting, more practice...etc.
Regards, Barry
Hi Christine:
I like your approach. It's very methodical, follows what someone has determined is the appropriate course objectives, and integrates your experience. This is a great example how to use the talents of a subject matter expert (SME) in the classroom!
Regards, Barry
Hi Christopher:
Sounds like a good tactic. Discussion questions stimulate thinking, give voice to opinions (right or wrong), and establish a plane where students feel validated somewhat with their opinions and learning. This is a great way to foster and promote critical thinking in the classroom.
Regards, Barry
To make sure I have sufficient course content, I will always have discussion questions, about the material that was lectured on. This helps to keep students engaged and it helps to make sure I don't move through the course materials too quickly.
Hi Barry,
Selecting sufficient or relevant course content can be challenging at times. Also, if your following your course outline, it could be difficult to tone it down, if your students as a whole, are academically challenged in the field. What works well for me, consistently out of the gate and through each semester, is to do, do, do! Practical application in the Culinary field is vital to a chefs success and or failure. By constantly demoing given foods, sauces, etc., based on current course curriculum, the more challenged students, in terms of reading and retention of such, get it and it sticks! This is relevent for the academically challenged and the high GPA students. Of course after this demo, or demo's, they in turn as a class, do, do, do! In conclusion, my strategy is to put your hands to whatever your teaching.
Bruce
I like to take a look at the college's course content and objectives and base my class outline on those. Then, I infuse additional learning objectives based on my own experiences, trends, or current industry requirements. I want my students to know the basics but be familiar with modern and updated information - it helps them be ready for some of the things they might encounter when they leave school and join "the real world".
Hi Curt:
Great methodology! A well written course with objectives and learning outcomes provides a framework for analysis and an opportunity to develop a strategy to segment the needed leaning into bite size portions. It's a bit like a budget, which is really only a orojection of what might be. But as you well state, things change, interruptions happen, student questions are more abundant (a good thing), planned discussion time takes longer.
I suppose having more rather than less is good, but optimally, good planning and experience with the class minimizes over or undershooting our daily lesson plans.
Regards, Barry
When selecting sufficient course content, I review the syllabus to ensure all requirements have been met in my lesson plan. Then, upon reviewing the lesson plan I estimate the amount of time required for each learning and enabling learning objective. I plan for a full block of instruction as if there were no interruptions; however, this is very unlikely and I typically end up with more material than required. But, by doing so, I also have sufficient material to interject as required when I have to shift my lesson to keep the students engaged with other interesting content.
Hi Timothy:
A good course outline that lists both the student learning outcomes (SLO's) and course objectives (CO's) could help out a lot.
SLO's state the "WHAT" a student will learn whereas the CO's define the "HOW" the teacher will go about teaching the class.
SWo, based on the course SLO's and CO's, the teacher can examine how they can best break down their daily lessons and select the media, teaching aides, activities, and assessments that will assure the CO's and SLO's are met. I've sort of simlified things here a bit, but in my opinion, it really comes down to these steps.
Regards, Barry
I find it difficult to select sufficient course content for my classes. One of the things I have been doing is a quick pretest just to understand my students and how much review I may need. I always have a outline,daily lesson plan, additional material, and worksheets. Even a fun time,a game, word association,with content of the days lesson,(example - sauteing,students asking students). It works and it is a great way to review the material,cooking concepts and techniques.
Hi David:
Sounds like a good balance of media and use of time. Good work!
Regards, Barry
In my class we have power point along with lecture. In order for the student to have enough time to finish their practical work, I keep the lecture short and relate it to only the information that will help them be successful in class. If their Practical work is done early (each class has a different speed), than we get back together and recap on techniques for furhter understanding of them, and continue discussion from the power point presentation.
There's is always something to talk about, or a question to answer.
Hi Anthony:
I think well prepared courses will have student learning outcomes, course descriptions and objectives, and maybe a listing of the resources needed. From there, it's up to the teacher to find creative ways to present the material.
The main thing is to ensure that students learn the material and I'm sure there are a hundred and one ways to go about that. Keeping it interesting, challenging, and informatative should give the tescher enough motivation to fill all the missing parts.
Facilitating the students learning can just as effective as providing the material. In most cases, students who are engaged and participate do better. So selecting content that meets the needs of the class and also involves them in an active manner is a good model to follow.
Regards, Barry
