Instructional Approaches
This is an overview of the instructional approaches for this unit on cooking and kitchen habits. Also included are short goals and strategies for each lesson and specific examples of daily instructional approaches that will be used to assist the learning of the identified students.
Overview
This three week unit of instruction will take place during the first 45 minute period of each school day. The unit will function as a pull-out style curriculum because the student’s curriculum and class environment are different from the traditional school schedule (Best, Heller, and Bigge, 2010). This curriculum will also focus on practical life skills, in addition some academic concepts, to assist the student in their overall development (Best et al., 2010).
Outline of Lessons
Monday Week 1:
Students will be introduced to the cooking unit and the instructor will pre-teach several important concepts. The instructor will ask students to describe different things that they enjoy eating and ask how those are made. Students will also be asked to describe some different things a person can do in the kitchen. The instructor will also show students some common kitchen utensils (such as a mixing bowl, a spoon, an oven mitt, and measuring cups and have the students describe or demonstrate how these items are used. The students, teacher, and teacher assistants will then walk to the school's home economics room and investigate the kitchen and pantry areas.
Tuesday Week 1:
Students will learn about safe cleaning up procedures and practice cleaning a kitchen the kitchen areas. Prior to the lesson, the teacher left the kitchen areas "messy" so that students could practice several clean-up skills. Before walking to the home economics room, the teacher will ask and pre-teach students several topics about clean-up procedures. Once in the home economics room, the teacher will demonstrate and model several clean-up techniques such as rinsing a plate, placing a plate in the dishwasher, and wiping the counter with a paper towel. Students will then practice these techniques with a partner and the teaching assistants.
Wednesday Week 1:
Students will practice safe handling procedures when working with food and practice measuring different amounts of ingredients. At the beginning of the lesson, the teacher will ask students to explain or demonstrate the different clean-up procedures from the previous day. The teacher will provide prompts and reteach different procedures when appropriate. The teacher will then explain and model the practice of washing hands prior to handling food and show students how to measure several common ingredients. Students will then practice washing their hands, making a number of measurements with the teaching assistants, and washing their hands at the conclusion of the lesson. During the process students will also practice properly opening and closing different containers with appropriate help from the teacher and teaching assistants.
Thursday Week 1:
Students will review handling procedures and making measurements. Students will then see the teacher model safe procedures for distributing food using a spatula or tongs, holding hot items with an oven mitt, and carefully holding sharp items with two hands and the point directed toward the floor. Students will then practice these skills with the teaching assistants.
Friday Week 1:
At the beginning of the lesson, students will review all of the topics covered in during the week. Students will then be instructed to complete a short challenge activity. Students will need to wash their hands, measure 2-3 ingredients, distribute some food with a spatula, and rinse the supplies and place them in the dishwasher. The teaching assistants will provide prompts and reminders where appropriate, but will encourage students to problem solve and work independently.
Monday Week 2:
In the classroom, students will review the different kitchen habits that were practice in the previous week. The teacher will then give each student a simple recipe and the group will talk and model the steps in the recipe. The class will then transition to the home economics room where students and instructional assistants will practice following simple recipes. For example, recipes might include steps that state "1) Measure 1 cup of flour 2) Place flour in a mixing bowl."
Tuesday Week 2:
Students will continue to practice reading and following the directions of simple recipes. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced.
Wednesday Week 2:
Students will work with the teaching assistants to following a short recipe for preparing a fruit salad. The teacher will model appropriate ways for students to cut different types of fruit and proper ways to hold and use a sharp knife. As students assemble the fruit salad, they will practice cutting different fruits using safety knives and adding the fruit with a large spoon to a bowl. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the fruit salad is prepared, the instructors will model and reinforce norms of eating and sharing a meal with others.
Thursday Week 2:
Students will work to properly heat a microwave dinner. The teacher will model the appropriate way to follow the directions on the box and how to use the microwave. Students will then practice heating several sample microwave dinners (a box with direction but without food) before making a real microwave dinner. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the microwave dinners are ready, the instructors will model and reinforce norms of eating and sharing a meal with others.
Friday Week 2:
Students will conclude the cooking portion of the unit by making pasta. At the beginning of the lesson, the teacher will model how to fill a pan with water, heat the water on the stove, add pasta, and drain the pasta. Students will work the teaching assistants to follow a recipe for making penne pasta with marinara sauce. Teaching assistants will provide reminders and prompts when necessary. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Note: the instructor will have pre-cooked pasta so that students do not have to wait the entire time it takes for the pasta to cook. Once the pasta is readied, the instructors will model and reinforce norms of eating and sharing a meal with others.
Monday Week 3:
In the classroom, students will review the different kitchen habits and cooking practices that were covered in the previous weeks. Students will then review new vocabulary from the past weeks. The teacher, students, and teacher assistants will then work to create a grocery list for meal of their choice. Students will shop for these items on a community excursion in the upcoming weeks.
Tuesday Week 3:
Students will return to the home economics room and continue to practice kitchen habits, reading and following the directions of simple recipes. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced.
Wednesday Week 3:
Students will work with the teaching assistants to following a short recipe for preparing a boxed cake mix. The teacher will model proper procedures for using the oven and putting pans in the oven and taking hot items out of the oven. Students will practice placing items in a cold oven and taking items out of a cold oven before being able to use a fully functioning oven. The students will work with instructional assistants to assemble the ingredients in the recipe, pour the mix in a cake pan, and place the pan in the oven. Note: the instructor will have a cake already baked so students will not have to wait a long time to taste the finished product. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the cake is ready to be consumed, the instructors will model and reinforce norms of eating and sharing a meal with others.
Thursday Week 3:
Students will work with the teaching assistants to follow a short recipe for making a loaf of bread. The students will work with instructional assistants to assemble the ingredients in the recipe, pour the mix in a bread pan, and place the pan in the over. Students will continue to practice proper procedures for using the oven. Note: this recipe will not account for the time it takes for bread to rise and the instructor will have a loaf of bread already baked so students will not have to wait a long time to taste the finished product. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the bread is ready to be consumed, the instructors will model and reinforce norms of eating and sharing a meal with others.
Friday Week 3:
In the culminating lesson for this instructional plan, students will work with the teaching assistants to make cookies. The students will work with instructional assistants to assemble the ingredients in the recipe, scoop the cookies onto a baking sheet, and place the baking sheet in the over. Instructional assistants will provide minimal assistance so that students can demonstrate their mastery of the skills and concepts. Students will continue to practice proper procedures for using the oven. Note: the instructor will have a batch of cookies already baked so students will not have to wait a long time to taste the finished product. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the cookies are ready to be consumed, the instructors will model and reinforce norms of eating and sharing a meal with others.
Options for extensions to the unit:
- Creating posters highlighting the skills learned.
- Created brochures highlighting the items students prepared and cooked.
- A community trip to a local grocery store to purchase cooking and baking supplies.
Specific Instructional Strategies
Differentiated Instruction
During this unit of instruction, differentiated forms of instruction will be provided within the context of each lesson as students work with the special education teacher and the instructional assistants. Each student will receive the appropriate accommodations and modifications based on their unique ability and learning goals (Jaque-Anton). For example, Greg, the student with mental retardation, might need a verbal prompt for almost every task when following the steps of a recipe. In contrast, Cara, the student with Down syndrome, may only need prompts 50% of the time.
Additionally, different assessment measures can be used for each of these students as they work to complete common tasks (Jaque-Anton). For example, Greg might be able to demonstrate his mastery of a task through his actions, while Cara might be able to verbally and physically demonstrate mastery of a task.
Marzano's Strategies
Also during this unit of instruction, Marzano's Nine Instructional Strategies for Effective Teaching and Learning will be provided to students within the context of the lessons. For example, the special education teacher and teaching assistants will "reinforce effort and provide recognition" when students successfully complete tasks (Marzano). Further, when teaching concepts and reinforcing good practices, the special education teacher and teaching assistants will use "nonlinguistic representations" to assist student learning (Marzano). Finally, the special education teacher and teaching assistants will provide "cues, questions, and advance organizers" to assist students as they learn new material and seek to master new skills (Marzano).
Dimensions of Learning
This unit of instruction will also feature researched strategies from the body of work on dimensions of learning. Specifically, students and instructors will approach all of the lessons and activities with "positive attitudes" in an effort to provide a "challenging, yet supportive classroom environment" (Hardiman, 2001). The positive attitude dimension of learning will also aid learning during the portions of lessons dedicated to modeling and reinforcing norms of eating a meal with others. Instructors will additionally "use information meaningfully" to teach and reinforce concepts and skills within this unit (Hardiman, 2001). For example, the learning environment for these students is far richer as they practice following recipes and practice cooking and baking instead of simply being told about kitchen habits and how people cook food (Haridman, 2001).
Overview
This three week unit of instruction will take place during the first 45 minute period of each school day. The unit will function as a pull-out style curriculum because the student’s curriculum and class environment are different from the traditional school schedule (Best, Heller, and Bigge, 2010). This curriculum will also focus on practical life skills, in addition some academic concepts, to assist the student in their overall development (Best et al., 2010).
Outline of Lessons
Monday Week 1:
Students will be introduced to the cooking unit and the instructor will pre-teach several important concepts. The instructor will ask students to describe different things that they enjoy eating and ask how those are made. Students will also be asked to describe some different things a person can do in the kitchen. The instructor will also show students some common kitchen utensils (such as a mixing bowl, a spoon, an oven mitt, and measuring cups and have the students describe or demonstrate how these items are used. The students, teacher, and teacher assistants will then walk to the school's home economics room and investigate the kitchen and pantry areas.
Tuesday Week 1:
Students will learn about safe cleaning up procedures and practice cleaning a kitchen the kitchen areas. Prior to the lesson, the teacher left the kitchen areas "messy" so that students could practice several clean-up skills. Before walking to the home economics room, the teacher will ask and pre-teach students several topics about clean-up procedures. Once in the home economics room, the teacher will demonstrate and model several clean-up techniques such as rinsing a plate, placing a plate in the dishwasher, and wiping the counter with a paper towel. Students will then practice these techniques with a partner and the teaching assistants.
Wednesday Week 1:
Students will practice safe handling procedures when working with food and practice measuring different amounts of ingredients. At the beginning of the lesson, the teacher will ask students to explain or demonstrate the different clean-up procedures from the previous day. The teacher will provide prompts and reteach different procedures when appropriate. The teacher will then explain and model the practice of washing hands prior to handling food and show students how to measure several common ingredients. Students will then practice washing their hands, making a number of measurements with the teaching assistants, and washing their hands at the conclusion of the lesson. During the process students will also practice properly opening and closing different containers with appropriate help from the teacher and teaching assistants.
Thursday Week 1:
Students will review handling procedures and making measurements. Students will then see the teacher model safe procedures for distributing food using a spatula or tongs, holding hot items with an oven mitt, and carefully holding sharp items with two hands and the point directed toward the floor. Students will then practice these skills with the teaching assistants.
Friday Week 1:
At the beginning of the lesson, students will review all of the topics covered in during the week. Students will then be instructed to complete a short challenge activity. Students will need to wash their hands, measure 2-3 ingredients, distribute some food with a spatula, and rinse the supplies and place them in the dishwasher. The teaching assistants will provide prompts and reminders where appropriate, but will encourage students to problem solve and work independently.
Monday Week 2:
In the classroom, students will review the different kitchen habits that were practice in the previous week. The teacher will then give each student a simple recipe and the group will talk and model the steps in the recipe. The class will then transition to the home economics room where students and instructional assistants will practice following simple recipes. For example, recipes might include steps that state "1) Measure 1 cup of flour 2) Place flour in a mixing bowl."
Tuesday Week 2:
Students will continue to practice reading and following the directions of simple recipes. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced.
Wednesday Week 2:
Students will work with the teaching assistants to following a short recipe for preparing a fruit salad. The teacher will model appropriate ways for students to cut different types of fruit and proper ways to hold and use a sharp knife. As students assemble the fruit salad, they will practice cutting different fruits using safety knives and adding the fruit with a large spoon to a bowl. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the fruit salad is prepared, the instructors will model and reinforce norms of eating and sharing a meal with others.
Thursday Week 2:
Students will work to properly heat a microwave dinner. The teacher will model the appropriate way to follow the directions on the box and how to use the microwave. Students will then practice heating several sample microwave dinners (a box with direction but without food) before making a real microwave dinner. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the microwave dinners are ready, the instructors will model and reinforce norms of eating and sharing a meal with others.
Friday Week 2:
Students will conclude the cooking portion of the unit by making pasta. At the beginning of the lesson, the teacher will model how to fill a pan with water, heat the water on the stove, add pasta, and drain the pasta. Students will work the teaching assistants to follow a recipe for making penne pasta with marinara sauce. Teaching assistants will provide reminders and prompts when necessary. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Note: the instructor will have pre-cooked pasta so that students do not have to wait the entire time it takes for the pasta to cook. Once the pasta is readied, the instructors will model and reinforce norms of eating and sharing a meal with others.
Monday Week 3:
In the classroom, students will review the different kitchen habits and cooking practices that were covered in the previous weeks. Students will then review new vocabulary from the past weeks. The teacher, students, and teacher assistants will then work to create a grocery list for meal of their choice. Students will shop for these items on a community excursion in the upcoming weeks.
Tuesday Week 3:
Students will return to the home economics room and continue to practice kitchen habits, reading and following the directions of simple recipes. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced.
Wednesday Week 3:
Students will work with the teaching assistants to following a short recipe for preparing a boxed cake mix. The teacher will model proper procedures for using the oven and putting pans in the oven and taking hot items out of the oven. Students will practice placing items in a cold oven and taking items out of a cold oven before being able to use a fully functioning oven. The students will work with instructional assistants to assemble the ingredients in the recipe, pour the mix in a cake pan, and place the pan in the oven. Note: the instructor will have a cake already baked so students will not have to wait a long time to taste the finished product. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the cake is ready to be consumed, the instructors will model and reinforce norms of eating and sharing a meal with others.
Thursday Week 3:
Students will work with the teaching assistants to follow a short recipe for making a loaf of bread. The students will work with instructional assistants to assemble the ingredients in the recipe, pour the mix in a bread pan, and place the pan in the over. Students will continue to practice proper procedures for using the oven. Note: this recipe will not account for the time it takes for bread to rise and the instructor will have a loaf of bread already baked so students will not have to wait a long time to taste the finished product. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the bread is ready to be consumed, the instructors will model and reinforce norms of eating and sharing a meal with others.
Friday Week 3:
In the culminating lesson for this instructional plan, students will work with the teaching assistants to make cookies. The students will work with instructional assistants to assemble the ingredients in the recipe, scoop the cookies onto a baking sheet, and place the baking sheet in the over. Instructional assistants will provide minimal assistance so that students can demonstrate their mastery of the skills and concepts. Students will continue to practice proper procedures for using the oven. Note: the instructor will have a batch of cookies already baked so students will not have to wait a long time to taste the finished product. Concepts of proper food handling procedures, opening and closing containers, and measurement will continue to be reinforced. Once the cookies are ready to be consumed, the instructors will model and reinforce norms of eating and sharing a meal with others.
Options for extensions to the unit:
- Creating posters highlighting the skills learned.
- Created brochures highlighting the items students prepared and cooked.
- A community trip to a local grocery store to purchase cooking and baking supplies.
Specific Instructional Strategies
Differentiated Instruction
During this unit of instruction, differentiated forms of instruction will be provided within the context of each lesson as students work with the special education teacher and the instructional assistants. Each student will receive the appropriate accommodations and modifications based on their unique ability and learning goals (Jaque-Anton). For example, Greg, the student with mental retardation, might need a verbal prompt for almost every task when following the steps of a recipe. In contrast, Cara, the student with Down syndrome, may only need prompts 50% of the time.
Additionally, different assessment measures can be used for each of these students as they work to complete common tasks (Jaque-Anton). For example, Greg might be able to demonstrate his mastery of a task through his actions, while Cara might be able to verbally and physically demonstrate mastery of a task.
Marzano's Strategies
Also during this unit of instruction, Marzano's Nine Instructional Strategies for Effective Teaching and Learning will be provided to students within the context of the lessons. For example, the special education teacher and teaching assistants will "reinforce effort and provide recognition" when students successfully complete tasks (Marzano). Further, when teaching concepts and reinforcing good practices, the special education teacher and teaching assistants will use "nonlinguistic representations" to assist student learning (Marzano). Finally, the special education teacher and teaching assistants will provide "cues, questions, and advance organizers" to assist students as they learn new material and seek to master new skills (Marzano).
Dimensions of Learning
This unit of instruction will also feature researched strategies from the body of work on dimensions of learning. Specifically, students and instructors will approach all of the lessons and activities with "positive attitudes" in an effort to provide a "challenging, yet supportive classroom environment" (Hardiman, 2001). The positive attitude dimension of learning will also aid learning during the portions of lessons dedicated to modeling and reinforcing norms of eating a meal with others. Instructors will additionally "use information meaningfully" to teach and reinforce concepts and skills within this unit (Hardiman, 2001). For example, the learning environment for these students is far richer as they practice following recipes and practice cooking and baking instead of simply being told about kitchen habits and how people cook food (Haridman, 2001).