We have an ongoing focus on literacy- each staff member is placed into groups where we formulated hypothesis that we would like to test. The hypotheses were created as a group- ours has recently been adapted to read:
“We believe our students are challenged to make connections and need to question new words/concepts which then impacts on their comprehension.”
It is my task to TEST knowledge transfer between literacy tasks that are faculty specific, tomorrow is when I am teaching and implementing a written WORK FLOW PLAN scaffold for year 8 food-tech students to use when following a recipe.
The idea behind the work flow is that students are transferring the recipe method into a work flow pro-forma that allows them to map their time-management- this will be done with my assistance and direction tomorrow.
The work flow ALSO forces students to dissect the recipe method- making connections between the practical demonstration (ie: me cooking the recipe) but also re-writing the recipe steps to again connect terminology with practical methods in cookery (the key focus of the hypothesis).
My plan of action (ie: quick lesson plan) looks like this:
- Intro- what are we cooking? (macaroni and cheese!! yummo!! LOVE my job!!)
- Activate prior knowledge- talk about recipe context- wheat based foods, ingredients on tray and how they come together to forma particular taste.
- Infer word meanings- look at keywords in the recipe, prompt class for meaning
- Skim text- Read through steps, make an equipment list on board in BLACK (add ones they have not mentioned prior to the dem in RED)
- Testing! Test our collaborative equipment list and progress through demonstration- draw on prior learning (knife skills using stove) as I cook.
- WORK FLOW- Introduce format of the workflow, discuss use. Students use demonstration to write steps/times into their own workflow plan!! (ie- each students should be the similar)
- Testing! Students follow THEIR work flow during period 4 as they cook on their own macaroni and cheese.
- Evaluation: students evaluate performance of both the cooking prac AND the importance of the work flow plan.
Tomorrow I am going to video record the lesson so that the hypothesis can be tested in the FOLLOWING lesson, when students write the work-flow without a practical demonstration or assistance for their own final prac recipes- they have to interpret the recipe themselves and transfer it into the work flow WITHOUT assistance!!
For the record- here is what I THINK will happen; students will comfortably adapt workflow plan in lesson #1. Students will be able to to infer and predict SOME of the terms they havent seen before (remembering they are at year 8 level, and aren’t experienced chefs!).
As for doing the work flow on their own during lesson #2?? I’m not too sure, I don’t believe the majority of the class are independent learners (some are and are capable)- also the temptation to ask me for help and approval is great. I think it will be best tested as homework- I can get students to SELF help on Edmodo- would this be rule breaking??
Wish me luck!!