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Quick Cooking Linda Gantz Gwenanne Salkind David Van Vleet Problem Identification Due to hectic schedules, people do not have enough time to create home cooked meals. Instructional Goal Our goal is to give people the knowledge and skills they need to cook a meal in 30 minutes.

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Quick cooking l.jpg

Quick Cooking

Linda Gantz

Gwenanne Salkind

David Van Vleet


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Problem Identification

  • Due to hectic schedules, people do not have enough time to create home cooked meals.


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Instructional Goal

  • Our goal is to give people the knowledge and skills they need to cook a meal in 30 minutes.


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Needs Assessment: Phase I Planning

  • Target audience: busy professionals who prefer to prepare home cooked meals

  • Survey to gather information about the target audience’s felt and expressed needs.

    • Current cooking knowledge, skills, and practices

    • Food preferences


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Needs Assessment: Phase II Collecting Data

  • EDIT 705 classmates

  • June 20, 2005

  • 18 surveys - 100% return rate.


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Needs Assessment: Phase III Analyzing Data

The data were categorized into five categories:

  • Expressed needs and desires

  • Current cooking practices

  • Eating preferences

  • Cooking knowledge and skills

  • Grocery shopping practices

  • Available cooking supplies and ingredients.


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Needs Assessment: Phase III Analyzing Data

  • Tallied responses

  • Calculated percentages

  • Created visual representations


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Needs Assessment: Phase IV Results

  • Expressed Needs and Desires

    • 67% expressed a desire to eat more home cooked meals

    • 100% said they wanted to cut down on preparation time

  • Current Cooking Practices

    • Average number of home cooked dinners per week was 3.9

    • Median time for meal preparation was 45 min.


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Needs Assessment: Phase IV Results

  • Eating Preferences

    • Wide variety

    • Dietary restrictions

  • Cooking Knowledge and Skills

    • 83% had never taken a cooking class

    • 83% rated their cooking ability as at or above average


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Needs Assessment: Phase IV Results

  • Grocery Shopping Practices

    • 72% primary shopper for household

    • Diverse shopping habits

  • Available Supplies and Ingredients

    • Well prepared


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Learner Analysis: General Characteristics

  • Adult learners

  • The majority hold full-time jobs

  • Like to eat home cooked meals

  • Limited time for meal preparation

  • 72% follow recipes

  • 67% have 1-2 people in their family

  • Majority feel comfortable performing basic cooking techniques


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Learner Analysis: Specific Characteristics

  • Have access to a kitchen

  • Have access to basic cooking equipment

  • Have knowledge of basic cooking techniques and terminology

  • Be able to read and follow recipe

  • Have access to a grocery store

  • Be motivated to develop strategies to save time on meal preparation

  • Have internet access


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Instructional/Task Analysis

  • The subject matter expert (SME), a professional chef and cooking instructor, created the task analysis based upon his experience in planning and preparing 30 minute meals.


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Instructional/Task Analysis

  • General Analysis included:

    • Planning meals

    • Shopping

    • Food Preparation and Storage

    • Cooking (in general)

  • Specific Analysis

    • Chicken Piccata Pasta Toss


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Instructional Objectives:Terminal Objective

  • The student will increase the number of home-cooked meals he/she prepares during a typical week.


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Enabling Objectives

  • The student will identify tools and equipment used in cooking.

  • The student will identify staple ingredients that should be kept in the kitchen.

  • Given access to cookbooks and cooking websites, the student will plan menus for four home cooked meals.


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Enabling Objectives

  • Given a weeklong menu, the student will create a grocery list that includes all necessary ingredients.

  • Given a list of shopping items, the student will describe how these items should be prepped and stored.

  • Using a given recipe, the student will prepare a complete meal in under 30 minutes.


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Instructional Approach

  • Five Session Course

  • Each session 3 hours long

  • Instructional delivery methods

    • Instructor lecture and participant dialogue

    • Use of the internet to explore different cooking websites

    • Use of multiple cookbooks

    • Cooking demonstrations

    • Hands-on cooking activities

    • A brochure with resources for quick recipes

    • Class handouts with cooking techniques and helpful tips


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Instructional Approach

  • Sequence of instruction for each class

    • Lecture and Link to Prior Knowledge

    • Cooking Demonstration

    • Student Practice

    • Debrief and Student Reflections

    • Assign Homework



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Instructional Approach: The Facility

  • Computer work stations

  • Multiple cooking stations

    • Basic equipment

    • Basic tools and utensils

  • Ingredients provided


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Formative Evaluation

  • Subject Matter Expert Review

  • Targeted Audience Member Review

  • Pilot Class


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Summative Evaluation

  • Week’s Menu

  • Shopping List

  • Cooking Log

  • Student Reflection and Debriefing


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Confirmative Evaluation

  • On average, how many times per week do you prepare a home-cooked dinner?

    • First class meeting

    • Six months after class completion

    • Compare pre/post data


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Instructional Module

Lesson Day 3: Recipe Resources




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Activity 1: LectureRecipe Resources

  • Teacher provides info

  • Students browse resources

    • Cookbooks

    • Magazines

    • Websites

Happy Families

Campusaccess

Food Network


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Recipe Resources

Sanitarium

Meals Matter

Just Tell Me What to Cook

Star Chefs

Quick Meals

From

Leftovers

Good Housekeeping

Simply Recipes


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Activity 2: Cooking Demonstration

  • The instructor/chef will demonstrate the efficient method of cooking the meal of the day Chicken Piccata Pasta Toss in 30 minutes or less.

  • Students have opportunities to ask questions.


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Activity 3: Student Practice

  • Students will be able to create the meal of the day (Chicken Piccata Pasta Toss) in under 30 minutes.

  • Instructor is available for trouble shooting and to answer questions.


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Activity 4: Eat & Debrief

  • How did it go?

  • What problems did you have?

  • How did you solve the problems?

  • What additional information do you need?


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Homework

  • Students will use the resources presented in class to find 4 recipes that support their food preferences

  • Students will bring recipes to next class


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