Skyler Hanka

This module reminded me of the saying “meet them where they’re at” and of concepts from health coaching that also apply to teaching—particularly the importance of understanding someone’s motivation in order to inspire behavior change. I really appreciated the idea of using a pretest and reinforcing the big picture, both of which can be woven into lectures and opening questions to engage students right from the start. In my own experience working with continuing education groups, it can sometimes be challenging to help participants see why they’re there. A pretest could be a valuable tool for bridging those shorter trainings… >>>

Everyone has different learning preferences, and it’s important to keep this in mind when designing curriculum and content. By incorporating multiple approaches throughout a course, we can engage a variety of learners while also creating balance—reinforcing areas where participants already have strengths and supporting growth in areas that may be less familiar or comfortable.

It was helpful to better understand the mind of an adult learner, and how to brain translates and stores information. As with any type of content development, understanding your audience allows you to better serve their needs, this module reminded me that everyone learns differently, and creating engaging and meaningful curriculum has to have a balance of various elements to ensure students are leveling up both in the classroom and in life. 

The examples of standards provided a great refresh on ways to engage students and instill professionalism, along with creative activities to help them recognize what professionalism looks like in the industry. I also believe this ties into the concept of 'leading by example'—being professional ourselves, staying curious, and continually seeking knowledge and education to remain up-to-date and impactful as instructors.

I found the discussion about transitioning coursework from an individual to a collaborative focus really interesting. I also loved the emphasis on exercises that engage students' senses, like identifying specific spices. It inspired me to think of a similar activity where students can explore how seasoning impacts taste—for example, using salt, pepper, acidity, and other elements in different versions of a simple vinaigrette to highlight how they influence the flavor and overall experience of a dish. On the topic of sanitation, I think encouraging students to hold each other accountable for proper practices is a great approach, alongside always leading… >>>

I really appreciated how this section focused on integrating culinary concepts into non-kitchen subjects like psychology, math, management, and communication. I also really feel like I use "kitchen math" all the time! It’s such a great reminder that being a chef is about more than just hands-on kitchen work—it requires skills like accounting, leadership, teamwork, and menu development. I especially loved the class activities, like rotating through kitchen stations, and the psychology piece, which included thought-provoking questions like "What makes a good leader?" These examples were such a great way to show how culinary arts can connect to broader educational… >>>

Having instructed for the past nine years, I enjoyed reflecting on many concepts I’ve experienced firsthand, especially the value of hands-on learning and technique-driven instruction. I found the exploration of generational differences in learning styles and work ethics particularly insightful and look forward to incorporating these perspectives into my teaching.

I also appreciated the discussion on the distinction between a cook and a chef, which reinforced the respect, dedication, and teamwork essential for success in the kitchen. It was a great reminder that no one thrives alone—it truly takes a team.