Transcript Hospitality

2015 Summer Institutes Level 1
Maximizing Student Learning Through
Practical Educational Pedagogy
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Session Objectives
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Explain the idea of practice and implementation of practical learning
pedagogy.
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Demonstrate effective teaching methodology that positively affects
student learning styles.
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Describe the laws of learning and how they apply to your students.
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Session Objectives continued
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Explain and show examples of how to use Howard Gardner’s
Multiple Intelligences in a classroom or lab.
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Develop a lesson plan that incorporates several levels of learning.
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Incorporate learning activities into the classroom that exemplify
higher levels of secondary learning in lecture and lab.
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How Do We Learn?
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We cannot help students learn until we truly understand how we
learn and what the brain does in the process of learning.
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What Is Learning?
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Learning takes place when there is a change in a student's behavior. It
may not be directly observable. Learning is based on observation of
behavior changes that result from a person's interaction with their
environment.
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All learning comes from an individual’s interpretation of the information
and situation in which he or she is learning.
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What Is Learning? continued
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An individual's learning may involve changes in any of three areas:
– Manner of perceiving and thinking
– Physical behavior (motor skills)
– Emotional reactions or attitudes
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Learning refers to any of these changes when they occur as a result of
an experience. So learning cannot be literally described, but the
conditions under which learning occurs can be identified.
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Instructors must strive to understand these conditions and apply them
when teaching.
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How Do We Learn?
The brain is a parallel processor:
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Cognition, emotion, imagination, and predisposition operate
simultaneously.
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The brain also interacts with other modes of information processing.
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Learning Engages
the Entire Physiology
Several factors affect learning:
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Stress management
Nutrition
Exercise
Relaxation
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Expansion of General Social
and Cultural Information
Nutrition
Spirituality
Mental stimulation
Socialization
Physical Activity
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Perceptions
Learning comes from the five senses in the brain:
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Sight
Hearing
Smell
Taste
Touch
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How Senses Affect Learning
Psychologists have determined that the following percentages of learning
come from the following senses:
3% Smell
75% Sight
13% Hearing
6% Touch
3% Taste
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Perception and Meaning
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Perception comes about when we give meaning to sensations.
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Real meaning comes from within a person.
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Many factors can contribute to perception.
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Example
Testing a steak for doneness includes all five senses, but how those
senses are used varies in individuals:
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Experienced chef
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Student
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Factors That Affect Perception
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Basic needs
Goals and values
Self-concept
Time and opportunity
The element of threat
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Perception Factors: Basic Needs
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Sense of self as an individual
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Combination of experiences—past, present, and future
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Ability to continue in one’s efforts to learn, grow, and progress
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Physical concerns like shelter, safety, and sustenance
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Psychological concerns, such as feeling challenged and fulfilled
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Perception Factors: Goals and Values
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Goals: Students will have both short-term and long-term goals, such
as:
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Passing the class
Learning how to cook a recipe
Attending college
Building a successful career
Values: The ways in which a person will express his or her beliefs
– Family, cultural, and religious beliefs all affect a person’s values.
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Perception Factors: Self-Concept
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How we picture ourselves is the most important determinant of
learning.
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One’s self-image can be confident, secure, or timid.
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Perception Factors: Time and
Opportunity
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Time allowed to process new learning and compare to old learning
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The order in which things are learned
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Connections made from experiences to learning
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Perception Factors: The Element
of Threat
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Fear, anxiety, pressure
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Generally negative factors, tend to shut down learning
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Final Thoughts on How We Learn
"A society's competitive advantage will come not from how well its
schools teach the multiplication and periodic tables, but from how well
they stimulate imagination and creativity.“ –Albert Einstein
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Applying the Laws of Learning
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Understanding how individuals learn will help all of us determine
how to teach.
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Pedagogy has progressed since the beginning of the 20th century
to incorporate many learning styles.
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Formal Pedagogy: A Historical
Perspective
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Pedagogy is based on the content—not the learner.
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The instructor’s responsibilities:
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Provide expertise
Decide on the structure of the learning process
Lecture students
Test students
Grade students’ efforts
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Historical Perspective of Pedagogy
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The learners’ success is based on their ability to understand the
teacher’s perspective and expectations.
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The learner’s self-concept is dependent on what the instructor’s
concept of the learner is.
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The instructor’s experience and learning materials are the primary
resources for learning.
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Transmittal techniques such as lectures and assigned readings are the
backbone of pedagogical methodology.
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Exercise
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The following is a right brain/left brain exercise.
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See if you can spot the man in the coffee beans in the following
slide in less than one minute.
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Possible Results
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Doctors have concluded that if you find the man in the coffee beans in
three seconds, the right half of your brain is better developed than
most people.
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If you find the man between three seconds and one minute, the right
half of the brain is developed normally.
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If you find the man between one minute and three minutes, then the
right half of your brain is functioning slowly and you need to eat more
protein.
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If you have not found the man after three minutes, seek out more of
this type of exercise to make that part of the brain stronger!
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Edward Thorndike
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Faculty at Teachers College, Columbia University (1899-1940)
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President of American Psychological Association (1912)
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Second president of Psychometric Society
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Author of The Fundamentals of Learning (1932), which states that
learners learn on multiple levels
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The Laws of Learning
The six laws of learning developed by Thorndike are:
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Readiness
Exercise
Effect
Primacy
Intensity
Recency
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The Law of Readiness
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Individuals learn best when they are ready to do so.
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They do not learn if there is no reason to learn.
In the classroom:
• Make sure students are ready to learn.
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For example, open your class with an exercise that gets their juices
flowing, an idea or concept, a question to ponder, a joke or story, or a
review of yesterday’s material.
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The Law of Exercise
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Those things most often repeated are best remembered.
In the classroom:
• Repetition, repetition, repetition, repetition
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Use practice and drills of mother sauces, time and temperature
requirements, knife cuts, sautéing a piece of bread, etc.
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The Law of Effect
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Learning is strengthened when accompanied by a pleasant or satisfying
feeling.
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Learning fails when a student feels defeated before even beginning.
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Frustration, anger, futility, or confusion contribute to failed learning.
In the classroom:
• Start class off with a tasting of the final product being prepared that day.
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Encourage students to use their senses to identify ingredients they are
tasting in a sample of a final product before they make it themselves.
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Examples
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Talk about favorite childhood memories regarding meals eaten at
home.
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Tell all students they will start the class with an “A” and must work
to keep the “A” throughout the class.
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Make sure your lesson is well organized and materials are together.
Keep a good mise en place list.
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Learning Is Emotional
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Feelings and attitudes are part of learning.
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The Law of Primacy
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What is taught the first time should be correct.
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Unlearning is harder than learning.
In the classroom:
• Be sure your recipes are exact.
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The Law of Intensity
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Learning should be an exciting experience.
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Learning should be interactive.
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Doing is always better than listening or watching.
In the classroom:
• Use a variety of media to deliver the content.
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Design group activities in which everyone must take part.
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The Law of Recency
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Things most recently learned are best remembered.
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Review, summarize, and then review again.
In the classroom:
• Use quizzes between major exams to help students practice.
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Incorporate content most recently learned into current activities.
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Multiple Intelligences
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Howard Gardner is professor of cognition and education at the Harvard
Graduate School of Education. He also holds the positions of adjunct
professor of psychology.
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He postulated the theory that people learn through multiple
intelligences.
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The laws of learning are related to the way a lesson is presented and
received, while the multiple intelligences are based on how a learner
interprets and retains the material.
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Types of Multiple Intelligences
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Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Body/Kinesthetic
Musical/Rhythmic
Interpersonal
Intrapersonal
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Verbal/Linguistic
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Language arts-based
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Assessment instruments:
– Written essays
– Vocabulary quizzes
– Learning logs and journals
– Listening and reporting
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Logical/Mathematical
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Cognitive patterns-based
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Assessment instruments:
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Pattern games
Mental menus and formulas
Inductive and deductive reasoning
Logical analysis and critique
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Visual/Spatial
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Imaginable-based
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Assessment instruments:
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Murals and montages
Visual and imagination
Video recording and photography
Manipulative demonstrations
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Body/Kinesthetic
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Performance-based
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Assessment instruments
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Lab experiments
Charades and mimes
Physical exercise and games
Skill demonstrations
Invention projects
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Musical/Rhythmic
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Auditory-based
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Assessment instruments:
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Creating concept songs and raps
Composing music
Creating percussion patterns
Linking music and rhythm with concepts
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Interpersonal Intelligence
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Relational-based
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Assessment instruments:
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Explaining or teaching another
Assess your teammates
Test, coach and retest
Giving and receiving feedback
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Intrapersonal Intelligence
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Psychological-based
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Assessment instruments:
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Personal application scenarios
Feelings diaries and logs
Personal projection
Personal priorities and goals
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Self-Directed Learning
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Self-directed learning occurs when a learner, rather than an
institution, controls both the learning objectives and the means of
learning. It is a continuous process, often informal, and an important
factor in lifelong learning.
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Many adults engage in self-directed learning to improve their work
performance. Others carry on self-directed learning in recreational
arts and hobbies, matters of health, family and community, or simply
to increase their intellectual resources
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Traditional vs. Modern Pedagogy
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Traditional pedagogy is teacher-centered, with the teacher controlling
the learning environment of the student.
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Modern pedagogy is student-centered, with students working to
control their own learning environment.
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Developing the Lesson Plan
The five-step plan:
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Preparation
Presentation
Application/Performance
Assessment/Evaluation
Analysis/Review
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Preparation
The teacher starts the lesson with something already known to the class.
a. What does the student know and what does the student need to know?
b. How does that student receive the information using Multiple Intelligences
and the Laws of Learning principles?
c. What tools are needed in order to make the lesson effective: material,
physical, and intrinsic?
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Presentation
Introducing new material
• How is the teacher going to introduce new material—incrementally or
holistically?
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Based on the materials that are in the book, what is extraneous and
what is need-to-know?
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The teacher develops a mise en place list that includes verbal and
visual parts of the lesson.
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Does the teacher weave the materials into the fabric of student
learning?
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Application/Performance
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The student reads the materials (cognitive learning), listens to the
instruction (auditory learning), sees a demonstration (visual learning),
and now must apply the skills learned through a performance of the
tasks.
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Assessment/Evaluation
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How is the performance to be evaluated by the instructor?
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Is it solely based on the instructor’s input, or in a shared evaluation
with the student that can be determined through a set of evaluation
rubrics?
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Analysis/Review
1. Review the skills learned for the day.
2. Ask questions from the end of each chapter.
3. Self-analyze: Did you succeed with your lesson? Did your student learn
through numerous levels of learning?
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Let’s Review
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What is the proper practice and implementation of good pedagogy?
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Not all learners are the same. Why?
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Many things affect good learning. What are they?
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Thorndike’s Laws of Learning: How do we apply them to class lessons?
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Let’s Review continued
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What are Gardner’s eight Multiple Intelligences?
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Modern pedagogy uses student-centered activities built into the
classroom.
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Writing the proper lesson plan: What are the five steps?
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Provide some suggestions for weaving different styles of learning into
the lesson.
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Conclusion
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Is the water clear or muddied?
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Each person should name one take-away they got out of today’s class.
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Teacher Learning Activity #1
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Develop a lesson plan that incorporates a chapter from the one of the
Foundations of Restaurant Management & Culinary Arts texts, utilizing
the five parts of a lesson.
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Teacher Learning Activity #2
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Somewhere in one of the five parts of your lesson plan, incorporate five
or six examples of Gardner’s Multiple Intelligences learning strategies
that will help to maximize the different student learning styles.
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