Students enrolled in Culinary courses measure ingredients by weight and volume on a daily basis while producing a variety of recipes/baking formulas. Challenges occur with differentiating between weight and volume measurement / fl oz, and the ability to identify the appropriate measuring vessel (gal, qt, pint, cup, TBSP, TSP). I sought collaboration from other Culinary instructors at local high schools and colleges in relation to instructional methods on volume. They shared instructional materials and techniques, but the strongest consensus among all the instructors was repetition and consistant incorporation of measurements into their lab classes.
I applied repetition through lecture as well as daily practical applications into the course that was used for this exercise. On the first day of class, students received a 10 question quiz on volume measurements (no points) for me to judge where they currently stood on the subject matter. The class average was 60%. On the final day of class, students were given another quiz (no points) on the same subject material, and the average score increased to 94%.
Comments
This is a great approach Steve. Consistency for students is very important in the learning process.
Please keep us posted.
Hi Steve,
This is a great method to gain a different perceptive from our community and feeder high schools. I look forward to the results of your study!
Hi Steve - I wanted to follow up on this CATS and see how things were going this semester. Are you finding some positive results or is it too soon to tell? Thanks!
Follow Up:
I received response from Culinary instructors at the East Valley Institute of Technology, Millennium High School, and Raymond Kellis High School in relation to instructional methods on volume. They shared video, Power Points, hand outs, testing, and incentives for when students apply proper measurement/identification in lab activities (i.e. sampling/eating the product). I posted some of the videos and handouts on Canvas, but the strongest consensus among all the instructors was repetition and consistantly incorporating measurements into their production classes, especially with entry level students (practical applications).
I applied repetition through lecture as well as daily practical applications into the course that was used for this exercise, CUL105 Principles and Skills of Professional Cooking. On the first day of class, students received a 10 question quiz on volume measurements (no points) for me to judge where they currently stood on the subject matter. The class average was 60%. On the final day of class, students were given another quiz (no points) on the same subject material, and the average score increased to 94%.
It was a nice exercise in collaboration with schools at the secondary level who often experience the same issues as us with student comprehension of volume. I will continue to refine the materials and activities associated with this CATS in future semesters.
Steve, I like the idea of non-graded work. Relieving the pressure of grades certainly assists in the learning process. That alon with repitition is a must.
Steve, Thank you for sharing your work in the classroom. Collaboration with other instructors is an excellent way to improve on students' learning. The pre and post quiz clearly demonstrates the changes that occurred with the repetition in the classroom. It also lets us know that we should try these methods in the classroom ourselves. I am focusing on increasing pre and post measures in some of lessons to see if I can measure learning.
Thank you!
Olga