Ok- so last time I blogged about the literacy hypothesis students were participating in a food tech lesson where:
- I demonstrated a recipe
- Introduced a scaffold for a work flow plan which maps time to each recipe step
- Students completed the prac themselves using the workflow as a guide
Our group literacy hypothesis states that “We believe our students are challenged to make connections and need to question new words/concepts which then impacts on their comprehension.”
Now, in the first lesson they were taught how to apply a workflow plan to a recipe that they had viewed. In the follow-up lesson, they had to create a workflow plan of their own- using their final prac recipes, ie: one they had not completed or seen yet.
The hypothesis in this case is now related to see if students can make connections to BOTH the application of the workflow structure AND if they recognise key “food tech” terminology, and THEN map out specific features. For example, if the recipe directs them to “chop spinach” will they also put on their workflow they need a GREEN chopping board, knife and a non-slip mat??
I initially thought that the BEST way to implement this without the temptation of asking me for help, was to do it for homework- BUT LUCKILY!! EdmodoCon was on, and that required me to have a lesson off!!
Students were given the instruction “apply the workflow plan template to your chosen final prac recipe”
. . . .HOW DID IT GO???!!!
- Recognised the need for specialist equipment for each step
- Gave themselves adequate time for each step
- In some cases, they broke steps down into smaller “chunks”
- Allocated work tasks in a balanced way, so they each had a similar amount of work on the day
- Implemented their workflow plans on the day of the final prac, and then further reflected/evaluated them
I predicted that students would be capable of predicting some words- which was the case. Some recipes used words like “BLANCHED” they did not know what this meant, in particular, one student googled the word- and saw it meant “softening” – they assimilated that to when I “wilted” spinach in class. That student shared the meaning with another group in that lesson time, and the affected students changed the word BLANCHED to WILTED. (NOTE: it was not until the student explained this scenario to me today that I knew about this!)
hmmmm, interesting! no idea whats next? Now that I have tested the hypothesis, then what?? find out on thursday during our literacy time!