Food Blogging in Culinary Arts

 Blogging is a great tool for students to express themselves and reflect. I can specifically see my students using blogs in my classroom to reflect on their culinary lessons by posting pictures, videos, and words to reflect on cooking. Here are some examples of how I see my students using blogs in culinary Arts.

 Wow! Apply Crisps are great for the fall. They are delicious served with warm with ice cream. Next time I would cut my apples smaller.

This Thai chicken salad was great.  I was really able to use my knife skills during this recipe.

RSA #4- An Outcome Evaluation of a Problem-Based Learning Approach With MSW Students & Problem-Based Learning

 

Link:

1.      http://web.b.ebscohost.com.cucproxy.cuchicago.edu/ehost/detail/detail?vid=2&sid=d7099367-3221-49c499b01fba936be2d2%40sessionmgr115&hid=101&bdata=JkF1dGhUe XBlPWNvb 2tpZSxpcCxjc G lkJmN1c3RpZD1zODQxOTIzOSZzaXRlPWVob3N0LW xpdmU%3d#db=a9h&AN=97561169

2.      http://www.learning-theories.com/problem-based-learning-pbl.html

Problem-Based Learning (PBL) is an active approach to teaching and learning that equips students to engage a range of explanations and creative interventions and prepares them for practice in complex and uncertain settings (Westhues, Barsen, Freymond, & Train, 2014).  By using PBL and putting learning into students’ hands teachers can provide students with more meaningful learning experiences. Rather than having a teacher provide facts and then testing students’ ability to recall these facts via memorization, PBL attempts to get students to apply knowledge to new situations (Learning Theories, 2014), with learning experiences that are more likely to build and retain knowledge and skills students will use over time.

Problem-Based Learning and Inquiry-Based Learning (IBL) are very similar in nature. As stated in my previous blog post about Inquiry-Based Learning (IBL), IBL is a teaching and learning method that focuses heavily on the process of learning. Mäeots and Pedaste (2014) describe IBL as both the process of acquiring content knowledge and improving inquiry skills. In correlation, Johnson and Lamb (2007) describe PBL as a n approach to learning focusing on the process of solving a problem and acquiring knowledge.  The main difference between PBL and IBL is the stem of the problem.  PBL is also inquiry-based when students are active in creating the problem.  If the problem is given to students from the instructor it is simply problem-based learning.

Implementing PBL into a classroom is reinforcing 21st century skills of critical thinking, creativity, problem-solving, motivation, and transforming knowledge to new situations. Because future careers are unknown, “The 21st century calls for new skills, knowledge and ways of learning to prepare students with abilities and competencies to address the challenges of an uncertain, changing world” (Kuhlthau, 2010, p.17).  When student enter the workforce they will benefit from having the 21st century skills learned from PBL.

Problem-Based Learning can be applied in a Family and Consumer Science classroom by presenting students with a problem, having them ask questions of inquiry about the problem, and finally having them come up with a solution for the problem. For example, in a Parenting class the teacher could post the following problem “There is a support group forming at a hospital for first time mothers.  There will need to be information put together with important things for first time parents to know before their baby arrives. Questions parents have include topics like: How to change a diaper, how to swaddle a newborn, how to install a car seat, how to bath a baby, how and what to dress a baby in, how to breastfeed, etc. How will the information be relayed to these parents?”  Students would then pick one topic to research and a method for relaying the information to first time parents. Methods of relaying the information might include: Brochures, pamphlets, presentations, demonstrations, short video clips, etc. The teacher would then provide an authentic audience for the students to teach the topics to. The audience might include a group of pregnant and expecting staff members or members of the community. 

Implementing Project-Based Learning into a classroom is reinforcing the 21st century skills needed to be successful in the future uncertain workforce. In PBL teachers do not take on a traditional role, they adopt the role as a facilitator of learning, guiding the learning process and promoting an environment of inquiry (Learning Theories, 2014). PBL can be used in all content areas including Family and Consumer Sciences and these resources are tools to help start the process of implementing PBL into a classroom.

References

Johnson, L., & Lamb, A. (2007). Project, Problem, and Inquiry-based Learning Retrieved from             http://eduscapes.com/tap/topic43.htm

Kuhlthau, C. (2010). Guided inquiry: School libraries in the 21^st Century. School libraries worldwide, 17-28.

Learning Theories (2014). Problem-Based Learning (PBL) Retrieved from http://www.learning-theories.com/problem-based-learning-pbl.html

Mäeots, M., & Pedaste, M. (2014). The role of general inquiry knowledge in enhancing students’ transformative inquiry processes in a web-based learning environment. Journal of Baltic science education, 13(1), 19-31.

Westhues, A., Barsen, C., Freymond, N., & Train, P. (2014). An Outcome Evaluation of a Problem-Based Learning Approach With MSW Students. Journal Of Social Work Education, 50(3), 472-489. doi:10.1080/10437797.2014.917897

RSA #3 Resource-Based Learning

Link: http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C040.fm.pdf

                Resource-based learning (RBL) involves establishing contexts for, tools for acting on and with, and scaffolds to guide the differentiated interpretation, use, and understanding of resources in ways that are consistent with epistemology, foundations, and assumptions of a given learning model (Hannafin & Hill, 2007). The authors suggest that Resources in the 21st century have dramatically changed compared to the past. Technology in the 21st century has redefined the nature of a resource and how teachers can use it in their classroom to support learning.  The authors state “RBL does not embody a particular epistemology but rather provides a process through which epistemologically different, but grounded, learning models are enacted” (p. 528).

                Technology has allowed RBL to become a more accessible learning pedagogy for both students and teachers. The Internet has substantially increased the amount of resources that are at the fingertips of students.  The traditional role of the teacher has changed in RBL, “Teachers act as coaches, facilitators or guides as their learners are sampling and manipulating information in multiple formats” (Campbell, Flageolle, Griggith, & Wojcik, 2002, p. 4). In RBL teacher do not teach content, rather teach students the skill of finding content themselves or ways to navigate through the content that is provided. The media specialist is a significant resource for teachers when implementing RBL into their curriculum.  The authors Campbell, Flageolle, Griggith, & Wojcik (2002) describe the role of the media specialist as building a foundation of instruction tools, finding the most relevant information, finding a surplus of resources, and teaching students how to navigate the resources.

                Resource Based Learning can be applied in the Family and Consumer Science classroom by taking a topic that a teacher traditionally lectures and flipping the role of the teacher and student. For example, in a Parenting class, the teacher can have students pick a mental, physically, or emotional disability or conditions of a child to research.  Topics might include: Down syndrome, cerebral palsy, attention deficit disorder, childhood anxiety and depression, autisms, Asperger’s.  The teacher could provide a multitude of resources, text, audio, videos, etc., that the students would need to navigate through for content.  With the media specialist the teacher can plan a lesson where the students learn how to navigate the school’s database for researched based articles.  Within the lesson the students would learn how to identify credible websites related to the topic of children with special needs.  The students can then use the resources to create a presentation about the causes, possible treatments and cures, parent and children support groups, and parent and child coping mechanisms for the disability or condition.  Students would be guided by the teacher and the media specialist when researching the disabilities and conditions of children with special needs.

                Implementing Resource-based learning into the classroom has become easier as technology has provided students with an unlimited number of resources. RBL flips the roles of the teacher and the students, making students more responsible for the process of learning rather than just the content. RBL requires teachers to play the role more of a coach than an instructor. RBL can be used in all content areas and levels of education including Family and Consumer Science and these resources are tools to help start the processes of implementation into a classroom.

References

Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved from http://epltt.coe.uga.edu/

Hannafin, M. J., & Hill, J. (2007). Resource-based learning. Handbook of Research on Educational Communications and Technology, 525-536.

RSA #2: The Role of General Inquiry Knowledge in Enhancing Students’ Transformative Inquiry Processes in a Web-Based Learning Environment. & Guided Inquiry: School Libraries in the 21st Century

Link:

1.      http://cucproxy.cuchicago.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=s8419239&db=a9h&AN=94909550&site=ehost-live

2.      https://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-Librarians-in-the-21-Century.pdf

 

Inquiry Based Learning (IBL) has been described as a student-centered and highly self

-directed constructivist form of learning (Mäeots & Pedaste, 2014). By asking students questions of inquiry, teachers can provide students with more meaningful learning experiences by having them apply their prior knowledge. In the article number one, the authors states “inquiry is a very useful and effective learning method, helping students’ better to understand the world around them” (p. 19). By involving students in the learning process, IBL provides students with learning experiences that are more likely to build and retain knowledge and skills students will use over time.

            In correlation to Mäeots and Pedaste’s article, Kuhlthau (2010) provides insight about the core of education in the 21^st century is evolving and how IBL can support students in this area. Because future careers are unknown, “The 21st century calls for new skills, knowledge and ways of learning to prepare students with abilities and competencies to address the challenges of an uncertain, changing world” (p. 17).  When they enter the work force today’s students will benefit more from having problem-solving skills than rote knowledge. IBL is a teaching and learning method that focuses heavily of the process of learning. Mäeots and Pedaste (2014) describe IBL as both the process of acquiring content knowledge and improving inquiry skills. The two resources make a strong statement about IBL involving students in the process of learning as well as providing students with the skills of inquiring.

            Inquiry Based Learning can be applied in the Family and Consumer Science classroom by posting a statement that a professional in the field would have to research, having students ask questions of inquiry, and having students research their questions. For examples, in a Child Development class the teacher could post the following statement for students “Women can experience complications during pregnancy and childbirth. They can involve the mother's health, the baby's health, or both. Some women have health problems before they become pregnant that could lead to complications. Other problems arise during the pregnancy.” An expert from a local hospital can visit the classroom to tell students about their experiences related to prenatal diseases and conditions.  Students would then be responsible for creating a list of questions based on the statement and speaker. Students would then pick one questions to research and create a report on the topic. Questions might include topics like: effects of alcohol on mothers and babies, gestational diabetes, ectopic pregnancies, breech births, etc. Students would be guided by the teacher when researching throughout the stages of the inquiry process.

            Implementing Inquiry Based learning into a classroom is reinforcing the 21^st century skills of problem solving and inquiry. IBL requires active student involvement as they examine higher level questions posed by teachers or students. IBL can be used in all content areas including Family and Consumer Sciences and these resources are tools to help start the process of implementing IBL into a classroom.

 

References

Mäeots, M., & Pedaste, M. (2014). The role of general inquiry knowledge in enhancing students’ transformative inquiry processes in a web-based [j1] [CK2] learning environment. Journal of Baltic science education, 13(1), 19-31.

Kuhlthau, C. (2010). Guided inquiry: School libraries in the 21^st Century. School libraries worldwide, 17-28.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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RSA#1: Case Study-Based Learning, Enhancing Learning Through Immediate Application

Link to Article: http://www.mindtools.com/pages/article/newISS_94.htm

           Students should have meaningful learning experiences (The Learning and Skills Improvement Service, 2010). While the article is written for adult learners, it has reasonable application to younger students.  Case studies can provide meaningful learning experiences for students by having them apply their learning. By providing students the opportunity to apply their knowledge, case study lessons become much more real (Mind Tools Ltd, 2014). By giving students an opportunity to practice and work with learned skills during a case study, students are more likely to retain the knowledge and skills over time. Cased Study-Based Learning is a strategy that can be used to provide learners with an opportunity to solve a problem by applying what they know in the classroom(Mind Tools Ltd, 2014).

            Similarly,  Mind Tools (2014) states, “Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills.” The article correlates in many aspects with the Case study toolkit shared in this week’s readings. In correlation The Case Study toolkit states “learners have to draw on information and skills acquired from different areas of their programme in order to provide an effective solution to the problem that has been set. This helps learners to see connections between different elements of their programme and understand their relevance” (Learning and Skills Improvement Service, 2010).  The two resources make a strong statement about having students use learned skills to apply learning and make it relevant.

The two articles have similar information about what a case study is, why use a case study, and how to write a scenario. The Case study toolkit provides more information for teachers in regards to the role of the teacher, preparing learners, managing groups, supporting and mentoring learners, and how to debrief after completing a case study.

Case Studies can be applied in the Family and Consumer Science classroom by putting students into the role of a professional in the field. Teachers could provide a problem that a professional of that field would come across frequently and have to solve. For example, a scenario about a gluten intolerant patient can be given to students. Students could then take on the role of a nutritionist and make a meal plan for the patient. To ensure learning becomes meaningful students could then take one traditional pastry recipe and formulate it into a gluten free product. Students could then prepare the recipe, analyze the final product, and compare the product to the original recipe.

 Implementing Case Study-Based learning into a classroom is reinforcing the 21^st century skills of problem solving and teamwork.  Case Study-Based Learning encourages ownership of student learning as they organize themselves, review their progress and reflect on their decisions and experiences (The Learning and Skills Improvement Service, 2010).  Case Study-Based Learning can be used in a variety of classroom settings and these resources are great tools to help start the process of implementing it into your classroom.

References

Learning and Skills Improvement Service. (2010). Case study toolkit. Retrieved from /casestudyhttp://tlp.excellencegateway.org.uk/tlp/pedagogy/tools/casestudytoolki2toolki/fullscreen/index.html

Mind Tools Ltd. (2014). Case Study-Based Learning, Enhancing Learning Through Immediate Application. Retrieved from http://www.mindtools.com/pages/article/newISS94.htm