Doing blind tastings in the culinary classroom helps students develope their palate.
One exercise that I have found to be successful is to have the students complete an assignment without their sight. It is a simple exercise where they have to follow my instructions to complete a task with their eyes closed. Usually they are asked to draw a diagram or tear a piece of paper according to verbal directions. Each person's results are different based on not being able to visualize the final product as they complete the task.
IT MAKES SENSE TO UTILIZE SENSE IN THE LEARNING PROCESS. SIGHT, HEARING, SMELL, TOUCH AND TASTE ARE INTRAGRAL COMPONENTS OF EDUCATION.
Hi Mak:
Most pedagogy resources indicate using a varied approach with learning is the most effective way for an instructor to introduce new information to a student for retention of that information.
Regards, Barry
No one learns by one sense only, my studnets utilize all their senses on a daily basis while learning their skills in lab.
I sometimes like to have the students model some of the dynamics that we are talking about--as in "the two of you stand over here and this third person will be the axle..."
Hands-on assignments, showing documentaries or videos related with the subject, etc.
I believe using different senses with students offers opportunities for students that learn in different ways. I am a hands on learner-I like to actually "do" rather than "listen". I am a Medical Assistant instructor and today for example, I taught my students how to suture. I first did a lecture and presentation showing how a "book" would explain it, then I had each of them actually practice on their own. As MA's we will not actually be suturing out in the field-they will only be removing sutures. I wanted my students to have the understanding of how a suture was placed so they have a better understanding of how to actually remove the suture. It was great!
Tactility. Hands-on items (models, mannequins) are some of the best, of course. This also develops the ability to "see" the subjects in 3 dimensions when they are reflecting upon the lesson.
I like to show my students which senses that need to be used at certain times. Example: venipuncture first feel then look
I taught this same concept to my psychology students last week. I use power points, handouts, group activities and always end the class with group discussions. It is a proven fact that memories are created and the longest lasting when 2 or more of your senses are involved.
This also holds true for dental assistant training.
Hi Natasha:
Most adult learners are hands on type, so it makes sense to try to incorporate as many of these kinds of learning activities as possible.
Regards, Barry
Hi Shannon:
Due to the fact that most adult learners are hands on types, a varied approach (like you've described) is considered the best by most educational enthusiasts.
Regards, Barry
Hi Debra:
Studies have show that most adult learners learn best with hands on activities. Knowing this, we might incorporate as many things that force the student to "do" something as much as possible.
Regards, Barry
Hi Patricia:
One idea may be to approach the concept of the anion gap from the viewpoint of "positives" versus "negatives", and how the metabolic components of the body influence them all.
Regards, Barry
In culinary we have advantages.
We talk at length about herbs, how to use them, the subtle flavor and aroma characteristics. It doesn't go over too well, until we get to the herb tasting. We take pinches of fresh herbs and put them into coffee cups, then pour hot water over all of them. The students then smell and taste the fresh raw herbs, then taste the "tea", and it really gets them into it. I have fun with it also, because I love herbs!
I use hands and lecture mostly when teaching. I feel I hit on most of the learning styles. I also use the white board so I leave any students out.
Visual strategies can include the common slide or power point presentations, and writing on the board. Auditory strategies might include varying your voice tone or volume to emphasize a point or gain attention. Even silence can make a point. Taste is difficult, but you could ask them to describe the "taste" of a concept and explain why they chose that particular taste. Otherwise, tasting would require food or drink in the classroom. Touching is a touchy subject. Without touching people, students could be asked to touch certain objects and try to compare the feeling to a certain topic. Odors in the classroom should normally be neutral, but in order to promote some stimulation for discussion, you could use a cologne, perfume, some food item, or another kind of smelly substance to promote discussion. The purpose of each is to promote learning and thinking. Because they are not often relevant to the particular learning objectives, smell, taste, and touching aren't used as often as sight and sound.
I teach Oral Communication, and the goal is to teach students the concepts that they need to research, write and deliver a presentation effectively. The first few weeks always involved me lecturing and trying to teach them all the basic concepts and then having them do it on their own. But, what I found is that it was not the best approach. Most of the students didn't have the "AHA" moment where they linked the concepts that I lectured about and utilized them in their presentations.
What I eventually found, was that by using PowerPoint I could help them wade through all of the information and pick out the important concept. Also, I found many different speaking activities that I could incorporate each week to allow them to practice the concept. Lastly, I changed the concept of the course from Public Speaking (in the form of speeches) to Oral Communication and started adding group discussions, debates, and one-on-one communication.
Allowing them to use more of their senses simultaneously has really helped them have the "AHA" moment.
-Carla
