Magen Goforth

I see cell phones as a useful tool when used appropriately. I encourage students to use them for quick access to recipes, cooking techniques, or instructional videos, which enhances their learning experience. However, I also set boundaries to ensure phones don’t distract from hands-on activities and team collaboration for safety and sanitation reasons.
 
 
 
 
 

Adult learners are usually motivated by wanting to improve their skills, learn new things, and develop practical abilities for their careers. They’re often looking for ways to level up in the kitchen or switch to a new career, so I make sure the tech I use helps them meet those goals. By understanding what drives them, I can make lessons and tech tools more relevant, showing students how their learning will help them in their careers.
 
 
 
 
 

A Learning Management System (LMS) could help me easily organize and share theory and hands-on content. For example, with a cloud-based LMS, my students could access cooking tutorials, recipes, and course materials anytime, anywhere, making learning more flexible. Features like assignment submission portals would let them upload things like recipes or meal plans online, and the grading tools would help me give quick, helpful feedback.
 
 
 
 
 

 I’d show faculty how tech tools like virtual cooking classes and recipe management software can improve teaching and how it will enhance the current lesson plans. I’d ensure students see how tech can make learning more engaging and help prepare them for the culinary world while listening to their feedback to ensure it works for them. Administrators would get the benefits of tech on student outcomes and efficiency, and I’d work with IT to ensure everything runs smoothly and securely.

 Andragogy emphasizes ensuring that adult learners are actively involved and that the learning is connected to real-life situations. I’ve learned that building respectful relationships and using responsive facilitation is key, where I guide learners without controlling everything.

Rubrics are a key tool to assess student performance on practical tasks and assignments. Before a project or cooking demonstration, I make sure to provide students with a rubric that outlines exactly how their work will be evaluated. This helps them understand the criteria—such as technique, presentation, and time management—so they can prepare accordingly and focus on what's most important. Whether for a cooking test, a group project, or a written assignment, rubrics ensure that I’m consistent and clear in my evaluation and that students know what to expect.

 
In my culinary class, I find that objective assessments like multiple-choice questions, true/false, and matching exercises are great for checking how well students understand key cooking concepts.  These assessments can either be formative, where they get feedback to improve without affecting their grade, or summative, which helps determine their overall grade. It’s a flexible way to keep track of their progress throughout the course.

The diagnostic assessment would initially help me understand what my students already know about cooking techniques, kitchen safety, and food handling. This insight allows me to tailor the curriculum to meet their needs effectively. As we progress through the lessons, I’d use formative assessments like observations, weekly quizzes, or practical tasks to see if they grasp the material and apply the skills. For example, I could observe how well they execute knife skills or prepare a dish, providing immediate feedback on their technique or suggesting adjustments as necessary.

I would focus on creating a hands-on learning environment where students can build practical skills and confidence in the kitchen.  I would encourage them to experiment with flavors, techniques, and presentations. We would also focus on proper kitchen safety, hygiene, and the use of tools to ensure a safe and efficient working space. Ultimately, my goal would be to inspire students to develop a passion for cooking and prepare them for real-world culinary challenges.

Reusable Learning Objects (RLOs) would be incredibly helpful for creating a more engaging and flexible culinary learning experience. I could upload instructional videos on specific techniques, like knife skills or cake decorating, that students can watch and revisit whenever they need a refresher. I can also incorporate interactive elements, such as quizzes or games, to test their knowledge on ingredients and cooking methods, turning the learning process into something more dynamic and fun. Plus, I could use simulations or virtual labs to help students practice skills they might not be able to safely replicate in a real kitchen, like high-heat… >>>