Tribuzi+Instructional+Strategies+and+Design+Document

Commercial Food Production Recipe Measurement Instructional Design Project Scot Tribuzi, ITEC 57403, Spring, 2010 **__Instructional Strategies and Design Document __**

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 * INSTRUCTION OBJECTIVE: ** Given a scaled recipe, ingredients, and measuring equipment, commercial food production workers will accurately measure recipe ingredients within 2.8 grams (weight) or 3 milliliters (volume) to provide consistent costs and quality.
 * OVERALL DESIGN RATIONALE ** : Success in commercial food production is predicated on the ability of the cooks to produce consistent quality within the pre-costs of standardized recipes. These goals can only be achieved through accurately measuring the recipe ingredients. Since commercial foodservice production training is often conducted in a noisy kitchen without access to technology, this will be a paper and pencil based training. The training will be conducted by an instructor to explain, demonstrate and give feedback on the proper measuring techniques. Since the students typically learn best kinesthetically, the instruction will provide ample opportunities for the students to practice the proper techniques. The equipment and supplies used in the training are always available in commercial kitchens.

. . . **OBJECTIVE CLUSTERING AND RATIONALE**: The performance objectives are divided into three clusters. The first cluster is the preparation necessary and clusters two and three are the two distinctly different ways of measuring. The following table shows how the clusters and objectives are connected:
 * MEDIA SELECTION RATIONALE ** : Determination of media was through the primary learning style of learners and the location of the instruction. Food production workers learn best through visual and kinesthetic methods. Instruction is often delivered on the job which limits access to specialized media. Therefore, this lesson will utilize teacher demonstrations and discussions, handouts with an emphasis on graphics, and opportunities for the learners to practice with feedback from the teacher. The teacher is the primary media who monitors learner activity and provides feedback to ensure that learners are following proper procedures. The handouts are reference material that is used during discussions, learner practice, and as a reference later.

Separate performance checklist || Separate performance checklist || Separate performance checklist || . . . The following table illustrates how the clusters meet Gagne’s nine events of instruction and ARCS model of motivational design (in parenthesis): Review Recipe and Prep || **__ Cluster 2 __** Measure Dry Ingredients || **__ Cluster 3 __** Measure Liquid and Semi-Liquid Ingredients || // (Present Stimuli and capture attention) // || Show a picture of a cake that has fallen. Ask if they know what happened?
 * ** Clusters ** || **Objectives** || ** Cluster Content ** ||  ||   ||
 * 1 || 1a, 1b, 2a, 2b, 3a, 3b, 3c, 3d, 4a, 4b || Review recipe, prep and assemble ingredients and equipment
 * 2 || 5ai, 5aii || Measure dry ingredients (weight)
 * 3 || 5b, 5c || Measure liquid and semi-liquid ingredients (volume)
 * || **__ Cluster 1 __**
 * ** Gain the Learner’s Attention **

//(__Attention__ - Perceptual Arousal, Inquiry Arousal, Variability,// //Active participation, Humor)// || Have each learner measure a cup of flour. Then have them weigh each cup. Ask: how much does it weigh? (a cup of flour can weigh anywhere between 3.5 to 6 ounces). Ask how that difference might affect the quality of the recipe. Ask how this might affect the final cost per portion of the recipe.

//(__Attention__ - Specific example, Incongruity, Perceptual Arousal, Inquiry Arousal,// //Active participation)// || Ask each learner to measure one cup of melted chocolate. Weigh and point out that one cup melted weighs 10 ounces versus the 8 ounces they used. Ask how this might affect the quality of the recipe. Ask how this might affect the final cost per portion of the recipe.

//(__Attention__ - Specific example, Incongruity, Perceptual Arousal, Inquiry Arousal// //Active participation// || (//Creates level of expectation for learning, WIFM?//) || Tell learners that their jobs are much easier when they have all the ingredients and equipment prepped and ready. Inform learners of the steps in pre-test performance checklist for the prepping will be used to evaluate their performance. Inform learners that proficiency will ultimately improve their speed.
 * ** Inform the Learner of the Objective **

//(__Relevance__- Motive Matching, Usefulness, Familiarity, Experience, Future Usefulness;// //__Confidence__////- learning requirements, success opportunities, personal control)// || Tell learners that consistent recipe results can only be achieved through accurate measuring. Tell learners that they will need to identify which ingredients need weighed and to be able to measure within .1 ounce as required on the performance checklist. Inform learners that proficiency will ultimately improve their speed.

//(__Relevance__- Goal Orientation, Usefulness; __Confidence__- Provide Objectives and Prerequisites)// || Tell learners that consistent recipe results can only be achieved through accurate measuring. Tell learners that they will need to use volume measures for liquids and semi-liquids and to be able to measure within 3 milliliters as required on the performance checklist. Inform learners that proficiency will ultimately improve their speed.

//(__Relevance__- Goal Orientation, Usefulness; __Confidence__- Provide Objectives and Prerequisites)// || (//Retrieval and activation of short term memory//) || Ask the learners how they assemble their recipes. Do they know the term “mise en place”? Refer to funny graphic on cover of handout that shows confused chef. Explain that the best chefs follow mise en place principles to save time. Refer to good mise en place example graphic in handout.
 * ** Stimulate Recall of Prior Learning/ Prerequisites **

//__(Relevance__////- Familiarity, Experience, Motive Matching)// || Instructor shows learners liquid and dry measures and asks the difference.

//__(Relevance__////- Familiarity, Experience, Motive Matching)// || Teacher shows learners various measuring equipment and ask how they are used. Ask which are used for liquid ingredients.

//__(Relevance__////- Familiarity, Experience, Motive Matching)// || (//be cognizant of selective perception//) || Use the lemon cake pudding recipe to discuss how to prep. Note step-by-step instructions on performance checklist.
 * ** Present Stimulus Material **

//__(Relevance__////- Modeling, Familiarity, Experience)// || Teacher demonstrates how to measure the following dry ingredients: rice, brown sugar, flour, rolled oats, oregano. Teacher also refers to the procedures and graphics in handout. Teacher shows that measure is within .1 ounce as required.

//__(Relevance__////- Modeling, Familiarity, Experience)// || Teacher demonstrates how to measure the following liquid ingredients: water and oil, and the following semi-liquid ingredients: solid fat, honey, molasses. Teacher also refers to the procedures and graphics in handout. Teacher shows that measure is within 3 milliliters as required.

//__(Relevance__////- Modeling, Familiarity, Experience)// || (//Encoding for long term memory//) || Ask the learner how they would measure each of the ingredients in the Lemon Cake Pudding recipe.
 * ** Provide Learner Guidance **

//(__Confidence__- Grow the Learners)// || Teacher asks the learners how inaccurately measuring the following ingredients as indicated in the handout would affect the final quality and cost: Flour in gravy Baking soda in biscuits Cinnamon in scones Handout also has graphics representing outcomes.

//(__Confidence__- Grow the Learners)// || Teacher asks the learners how inaccurately measuring the following ingredients as indicated in the handout would affect the final quality and cost: Vanilla in cookies Beef base in vegetable soup Olive oil in braised squash.

//(__Confidence__- Grow the Learners)// || (//Practice//) || Allow learners to prep toffee recipe.
 * ** Elicit Performance **

//(__Confidence__- Grow the Learners, Success opportunities)// || Teacher has each learner practice measuring dry ingredient as directed on handout: rice, brown sugar, flour, rolled oats, oregano to within .1 ounce. After learners have opportunity to practice, have competition to see which learner is most accurate.

//(__Confidence__- Grow the Learners, Success opportunities,// //__Satisfaction__// //- Extrinsic rewards)// || Teacher has each learner practice measuring the following liquid ingredients as directed on the handout: water, milk, and oil, and the following semi-liquid ingredients: molasses, solid fat, and chocolate syrup to within 3 milliliters. After learners have opportunity to practice, have competition to see which learner is most accurate.

//(__Confidence__- Grow the Learners, Success opportunities,// //__Satisfaction__// //- Extrinsic rewards)// || // (Reinforcement of correct performance) // || Complete performance checklist with learners.
 * ** Provide Feedback **

//(__Confidence__- Grow the Learners, Success opportunities// //__Satisfaction__// //– Extrinsic reinforcement)// || Learners will demonstrate their progress: Using the performance checklist, teacher will have each learner measure rice, brown sugar, flour, rolled oats, oregano to within .1 ounce.

//(__Confidence__- Grow the Learners, Success opportunities// //__Satisfaction__// //– Extrinsic reinforcement)// || Learners will demonstrate their progress: Using the performance checklist, teacher will have each learner measure water, oil, honey, and solid fat to within 3 milliliters.

//(__Confidence__- Grow the Learners, Success opportunities// //__Satisfaction__// //– Extrinsic reinforcement)// || // (Retrieval and reinforcement) // || Provide learners with new recipe and teacher assesses their performance with checklist.
 * ** Assess Performance **

//(__Confidence__- Grow the Learners, Success opportunities, feedback// //__Satisfaction__// //– Extrinsic reinforcement)// || Teacher will assess each learner’s proficiency at measuring dry ingredients by u sing the performance checklist, to have each learner measure rice, brown sugar, flour, rolled oats, oregano to within .1 ounce.

//(__Confidence__- Grow the Learners, Success opportunities, feedback// //__Satisfaction__// //– Extrinsic reinforcement)// || Teacher will assess each learner’s proficiency at measuring liquid and semi-liquid ingredients by u sing the performance checklist, to have each learner measure water, oil, honey, and solid fat to within 3 milliliters.

//(__Confidence__- Grow the Learners, Success opportunities, feedback// //__Satisfaction__// //– Extrinsic reinforcement)// || // (Retrieval and generalization) // || Learners will select one recipe they commonly prepare and describe how they would prep. Teacher provides feedback with performance checklist.
 * ** Enhance Retention and Transfer **

//(__Relevance__ - Choice// //__Confidence__////- Grow the Learners, Success opportunities, Meaningful// //__Satisfaction__// //– Extrinsic reinforcement)// || Learners will select one recipe they commonly prepare and measure a dry ingredient to within .1 ounce.

//(__Relevance__ - Choice// //__Confidence__////- Grow the Learners, Success opportunities, Meaningful// //__Satisfaction__// //– Extrinsic reinforcement)// || Learners will select one recipe they commonly prepare and measure a liquid and a semi-liquid ingredient to within 3 milliliters.

//(__Relevance__ - Choice// //__Confidence__////- Grow the Learners, Success opportunities, Meaningful// //__Satisfaction__// //– Extrinsic reinforcement)// ||