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The Culinary Art of Teaching Why Good Teaching is like Good Cooking Sahan T. M. Dissanayake [email protected] Ag and Consumer Economics, University of Illinois Presented at the Graduate Academy of Teaching 2010 The latest version of this presentation can be obtained from http://sahan.org/teaching_presentations.html © 2011 Sahan T. M. Dissanayake

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Page 1: The Culinary Art of Teaching - Sahan Dissanayakesahan.org/files/The Culinary Art of Teaching Sahan Dissanayake ver...The Culinary Art of Teaching ... • Microteaching Lesson Plan

The Culinary Art of Teaching Why Good Teaching is like Good Cooking

Sahan T. M. Dissanayake [email protected]

Ag and Consumer Economics, University of Illinois

Presented at the

Graduate Academy of Teaching 2010

The latest version of this presentation can be

obtained from

http://sahan.org/teaching_presentations.html

© 2011 Sahan T. M. Dissanayake

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Outline • Introduction

• Good cooking

• The 3Ps

• Good Teaching

• Take Aways

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Introduction • Analyze the process of preparing a

meal

• Draw comparisons with teaching

• Create an effective teaching plan with microteaching in mind

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Activity • Group Exercise

o Get into small groups 2-4

o Imagine you have to cook dinner for 15 people this weekend

o Discuss and write down the process for preparing dinner

o 5 minutes

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Planning • Why are you cooking?

• Who are you cooking for?

o Tailor to different “pallets”

• How does the meal fit in?

o (within the day/week/month)

• How do individual courses/dishes work together?

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Planning • Ingredients

o What to buy

o Where to buy

o When to buy

• Ingredients work together

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Planning • Time management

o What to cook when

o What to add when

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Preparation • Have you ingredients and utensils organized

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Preparation • Pots and pans

• Utensils

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Preparation • Ingredient's

• Utensils

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Preparation • You have to watch/engage with the food

• You have to stir/mix

• Add ingredients

• Change temperature

• Switch methods (oven to fridge)

• Time management o Letting things simmer and marinate

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Preparation • Be creative, be bold (but don’t burn the

food)

• Things can go wrong, be prepared to innovate and change

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Preparation • Taste (test) your food

“I am the Chef and I never taste my food”

• Taste you food and add ingredients and modify as necessary.

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Presentation • The visual presentation of your food matters

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The 3Ps

• They influence each other

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Planning

Presentation Preparation

Planning Preparation Presentation

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Planning • Plan your lesson

“If you don’t plan you plan to fail”.

• Refer to “planning a lesson” small group session

• Make sure you have o Topic

o Objective

o Content Summary

o An ordered outline of the material preferably with the amount of time

o A very clear ending, summarize the material

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Planning • Think of the big picture and where your lesson falls in the

semester.

Examples? o If its before an exam then the students expectations are going to be

different, don't do lots of new material try to review.

o If it’s the end/beginning of a sub section then use some time to summarize the subsection and put it in context.

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Planning • Don’t include too much material

o too many faculty and TA’s try to cram as much information as possible into the lesson

• Divide the material both in terms of time and content o We like small chunks of information

o Give time for the information to simmer and marinate

• Microteaching Lesson Plans o You only have 8 minutes

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Planning • Microteaching Lesson Plan

o Topic

• Not too general or too specific

o Objective

• Something achievable in 8 minutes

o Content Summary

• The main points you want to get across

• Share a few of your Microteaching topics, objectives and key points.

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Preparation/Presentation • Go to class a little early and talk informally with

students o A little bit of small talk helps build a good rapport with

the students and encourages them to ask questions

• Put your lesson plan on the board or have it on the

power point o easy to do and gives the students an idea about what is

coming up and how things are organized o Helpful when students are preparing for the exams o Helps you keep track and on time

• Spend a minute to put the class in context with the

course and relate it to the previous class

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Preparation/Presentation • Don’t lecture continuously for the whole time; engage your

students. o Use examples

o Get the students to solve a problem

o Ask the students to come up with a scenario or give examples

• Watch your students and make eye contact. o You can react and respond to the student

o Students are more likely to answer questions

o Students are more alert

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Preparation/Presentation • Vary the pace at which you speak.

• Vary your voice.

o No one likes to listen to a monotonic drone.

• Walk around the lecture room.

o You are able to get more attention this way.

• Use pauses.

o Pauses are a very effective speaking tool that is under utilized.

• Be conversational.

o Use simple colorful language, student respond better to conversational inflection and tone and pitch variations.

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Preparation/Presentation • Lecture from notes or an outline, instead of using complete

text. o Caveat, for the first few lessons, if you are nervous then write

everything out, learn it before the lecture and practice the delivery instead of worrying about the material

• Don’t turn your back to the board for too long.

• Don’t talk while writing on the board

• Make sure you solve your examples/problems before coming to class

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Active Learning

• I hear….I forget.

• I see…...I remember

• I do….I understand - Confucius

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Active Learning

• 10% of what we READ

• 20% of what we HEAR

• 30% of what we SEE

• 50% of what we SEE and HEAR

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70% of what is DISCUSSED with OTHERS

80% of what is EXPERIENCED PERSONALLY

95% of what we TEACH TO SOMEONE ELSE

We retain,

- William Glasser

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Active Learning • Active learning is the process whereby the students learn by

engaging the material using higher order cognitive tasks. o As opposed to learning by passively listening to lectures or memorizing

information from textbooks.

• We retain information when we use it, and instead of merely

lecturing if we get the students to use the material in class there is a higher likely hood of them retaining it. o In my classes we do 15-20 minutes of practice questions during every

discussion o The students work in small groups and talk to each other and I walk

amongst them answering questions

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Active Learning • Examples and questions can be used as an effective tools of

Active Learning.

• Use examples that require the students to process and apply the material.

• Spend time to create questions that require the students to process and apply the material. o This gives them an opportunity to clarify doubts while in class

• Come up with an example to use in your microteaching.

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Questioning Techniques • Questioning done properly can add greatly to the learning

process o Blooms taxonomy of questioning and knowledge types

• Ask a few easy (not dumb) questions at the beginning of

the lesson o It makes the students comfortable with answering the harder

ones later on.

ACTIVITY • Make a three bad questions and three good questions for

your microteaching (5 minutes)

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Questioning Techniques • If no one answers your questions.

o Don’t point at a student and ask them to answer

o Change the wording and ask the question again

o Try to use silence effectively

o Ask questions from the front back left right or this row next row

• One or a few students will always answer o Tell them one student can only answer once

o Ask questions from the front back left right or this column next row etc

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Take Aways • Planning and presentation are as vital as preparation

• “Great cooks still investigate the latest recipes but they use them as inspiration and not as exact algorithms.“

• Handout of 15 Tips

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THANK YOU FOR LISTENING!!

If you have suggestions about this presentation

or questions please e-mail me

[email protected]

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Active Learning • Active learning is the process whereby the students learn by

engaging the material using higher order cognitive tasks. o As opposed to learning by passively listening to lectures or memorizing

information from textbooks.

o Bonwell and Eison state that active learning strategies are comparable to lectures for achieving content mastery, but superior to lectures for developing thinking and writing skills.

(Active Learning: Creating Excitement in the Classroom. ERIC Digest, Bonwell & Eison, 1991. )

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Active Learning

• We retain information when we use it, and instead of merely lecturing if we get the students to use the material in class there is a higher likely hood of them retaining it. o In my classes we do 15-20 minutes of practice questions

during every discussion o The students work in small groups and talk to each other

and I walk amongst them answering questions

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