About me
Jack Stierer
Activity
Discussion Comment
This module appears to go on the assumption that a written test will follow one type (T/F, M/C, etc) only, per test. My experience has been that an assortment of question types on the same exam - with the point values clearly marked - can be very useful in assessment. In other words, levelling the bar between different types of learners (module 1) and different strengths of mastery of material that the differently styled questions draw upon.
Discussion Comment
I agree wholeheartedly with the message put forth in this unit that soft skills are the difference between mere competency and the ability to advance. Therefore, it becomes more and more important to couple a practical competency with a soft skill competency. I will try to do this, for example, by paring a cooking exercise with a purchase requisition or a recipe with a cost analysis.
Discussion Comment
In teaching culinary art, I find I have to ballance the why questions and the what questions in equal measure. This ties into the different types of learners discussed in the last unit, but also into the nature of questioning.
The why questions relate more to technique. Why do we add or pair certain ingredients. The what questions relate to specific knowledge, names of procedures or dishes.
Using both types of open-ended questions in class, and being able to respond to them, is a large part of preparing my students for success in the field.
Discussion Comment
I am fortunate to be teaching in an environment (the kitchen classroom) that is able to combine most learning-style delivery methods as long as I pay attention to their needs. For example, the tactile learners are cooking; frequent chef demonstrations help satisfy the visual learners; a flip chart with assignments and recipe conversions helps those who need to see it in writting; as well as constant verbal coaching and time checks. The trick is to keep all fronts working, which takes a bit of juggling.
Discussion Comment
As a veteran of a cohort-styled vocational school, and now as an instructor in a similarly styled format, I have found that managing the individual needs of the students for recognition, acceptance, praise, competition, etc, is sometimes best juxtaposed against the group dynamic. ' My own experience is that the most lasting impressions of vocational school are those of my cohort - not the instructors, per se, or necessarily the administration or facility. So, knowing this, I feel I can capitalize on this dynamic by, in addition to individual needs, meeting the larger, and more diverse, personality of the group… >>>
End of Content
End of Content