Garfield '08-'09: Eating Words - Wording Eats
From Pblwiki
Summary
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Project Title: Eating Words-Wording Eats Teacher(s): Arlyn Hackett & Daniel Peña School / Academy: Garfield High School Grade Level(s): 10-12 Core Subject(s): Language Arts Career Technical Education (CTE) Class(es): Culinary Arts |
Project Theme
In three or four sentences, summarize the theme and the ‘big ideas’ of this project.
Two instructors, one from Culinary Arts and one from Language Arts, are working together to identify the essential language skills necessary for a competitive job in Culinary Arts. As a corollary we are also establishing the relevance of Language Arts skills in all areas of employment.
Using an additional three of four sentences, summarize how the project is linked to the theme of your school or the CTE class represented.
Our project offers students an authentic experience in the field of culinary arts. Additionally our students will be compelled to demonstrate those language arts and communication skills that will make them employable individuals.
The Project
In three or four sentences, describe product being produced or the problem being solved.
Our project is twofold. First there is a sit-down Thanksgiving luncheon for 300 people at The Prado Restaurant prepared and served by Garfield students. There will also be recipe memoirs created by our students for publication and sale at the Prado event.
The Culminating Event/Public Exhibition
In three or four sentences, describe the high stakes, significant event that will showcase the project and give your students the opportunity to demonstrate their in-depth learning to an outside the classroom audience.
The culminating event for first semester will be the Prado luncheon.
Beyond the Classroom
List, by name, the connections to the workplace included in this project (e.g., college, university, community based organization, civic group, company, local government agency or department)
UCSD School of Education, the Garfield Foundation, The Union Tribune.
Project Driving Question
Do you have what it takes to be the next Food Network star?
Project Subquestions
If food could talk what would it say?
Which skills are transferable across industries?
How do we handle career disappointments?
How do we work together as a team?
What does it mean to be a "problem solver"?
Content Standards
Literacy as a Core Standard: The literacy of all of our students is a central concern. Including at least one literacy outcome in your project – along with a major product that can be used to assess writing, speaking, or reading strategies – is recommended for all projects…whether or not your team includes an English teacher.
Core Subject Content Standards
For each core subject, identify three or four content standards that students will learn and that will be assessed during this project. Identify how each standard will be assessed.
2.0 Reading Comprehension (Focus on Informational Materials) standard 2.1
3.0 Literary Response and Analysis standard 3.2
2.0 Writing Applications (Genres and Their Characteristics) standard 2.2a
2.0 Speaking Applications standard 2.3
CTE Standards or Frameworks
For each CTE class, identify three or four CTE standards or CTE frameworks that students will learn and that will be assessed during this project. Identify how each standard or framework will be assessed.
9.0 Leadership and Teamwork.
B3.0 Students understand the basic principles of sanitation and safe food handling:
B6.0 Students understand and apply the basics of food preparation in professional and institutional kitchens.
B8.0 Students understand and apply the knowledge and skills essential for effective customer service.
The SCANS List
The SCANS list – from the Secretary’s Commission on Achieving Necessary Skills – was developed by the United States Department of Labor and Education as a guide for educators who want to help students prepare for the workforce. Identify the key Workplace Skills and Foundation Competencies needed for success in both college and the workplace. Identity how each skill and competency will be assessed.
Workplace Skills
Interpersonal skills: our project is based on the notion that our students will be able to function as teams. Teams will be assessed on their ability to work together, and to the degree that they can rely on each other.
Foundation Competencies
Thinking Skills: students will be assessed on their collective and individual abilities to problem solve and handle disappointment. As students create recipes together and work through the literature, there will be many opportunities to confront challenges. We will be assessing both collaborative and individual products, and the processes students employ to arrive at solutions.
Project Design
Answer each question associated with and adapted from each of Adria Steinberg’s Six A’s.
Authenticity
Where in the real world outside the classroom might an adult tackle the problem or question addressed by the project?
A job in the culinary arts field, or just about any field for that matter, will necessitate the ability to function in a team. Our project affords that opportunity.
How do you know the problem or question has meaning to your students?
We "tested" our question in front of a teenage audience. It was well received.
Who might be an appropriate real world outside the classroom audience for the students’ work?
Anyone who enjoys cooking and eating, or reading about cooking and eating, would be an appropriate audience.
Academic Rigor
What is the central problem or question addresses by the project?
Can our students demonstrate that they are employable individuals?
What knowledge areas and enduring understandings will it address?
"We don't live in isolation. The struggles of the human condition are constant." Only by working together and understanding each other will we succeed.
What habits of mind will students develop? (Refer to Project Based Learning Handbook, pp. 30, 31)
Persistence, applying past knowledge to new situations, finding humor, thinking interdependently.
Applied Learning
What will the students do to apply the knowledge they are learning to a complex problem?
The students are designing a product and organizing an event.
Which of the competencies expected in college and high-performance work organizations does the project provide opportunities to develop? (Refer to Project Based Learning Handbook, p. 25)
Teamwork, listening, presenting, delegating and assigning roles, goal setting.
Which self-management skills does the project require students to use? (Refer to Project Based Learning Handbook, p. 25)
Time management, and task management.
Active Exploration
What outside the classroom field-based activities does the project require students to conduct?
Given are location in downtown San Diego, there will be numerous excursions to area museums, restaurants, and areas of historical relevance.
Which methods and sources of information are students expected to use in their investigations? (e.g., interviewing & observing, gathering & reviewing information, collecting data, model-building, on-line services) <answer>
Adult Connections
Will students have access to at least one outside the classroom adult with expertise and experience relevant to their project who will ask questions, provide feedback, and offer advice?
We will assemble a critical friends panel comprised of industry (culinary and language arts) experts that will assess the viability of the students' recipe memoirs prior to public sales.
Will the project offer students the opportunity to observe work alongside adults during at least one visit to a worksite with relevance to the project?
The students will work alongside Prado staff prior to the event.
Will at least one outside the classroom adult help students develop a sense of the real-world, industry standards for this type of work/project?
We will have guest speakers to start the "real world relevance" process.
Assessment Practices
Do students prepare a culminating exhibition or presentation for outside the classroom people that demonstrates their ability to apply the knowledge they have gained?
Prado luncheon / recipe memoirs.
Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers?
Feedback will be consistent, critical, and thoughtful.
Are students involved in reviewing or helping establish the project criteria?
There will be some degree of student involvement, but most of the criteria will be established by the teachers.
What are the criteria for measuring desired student outcomes?
State Culinary and Language Arts standards are the primary criteria.
Plan the Assessment: Step 1
Define the products and artifacts for the project. (Refer to Project Based Learning Handbook, pp. 49, 50, 59)
Early in the Project:
Language Arts: Descriptive essays, reading and responding, oral presentations.
Culinary Arts: Observation of knife handling and health and sanitation.
During the Project:
Language Arts: Ability to collaborate and follow direction, evidence of the writing process, growth as a reader and writer.
Culinary Arts: Progress towards positive health and sanitation habits, team building, ability to collaborate and follow direction, increased work speed.
End of the Project:
Language Arts: Reflective essays, thank yous.
Culinary Arts: Notebooks, reflective essays.
Plan the Assessment: Step 2
State the criteria for exemplary performances for each product being produced. If using a Rubric, provide link. (Refer to Project Based Learning Handbook, pp. 51-57, 61)
Product: Recipe Memoirs:
Criteria: Media:RubricMemoir.doc
Product: Prado Luncheon
Criteria: An exemplary performance at The Prado entails: being on time, dressing appropriately, participating, working as a team, initiating work, and being courteous and friendly.
Map the Project: Part 1
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: Recipe Memoirs | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| What is the purpose of memoir? | X | ||
| What is the structure of a memoir? | X | ||
| What should I include in my memoir? | X | ||
| The writing process. | X | ||
| What is the structure of a recipe? | X | ||
| How do I as a reader access recipes? | X | ||
| How do I interview the subject of my memoir? | X | ||
| How do I format my recipe memoir for publication? | X | ||
| How do I take constructive criticism and use it as a tool to improve my product? | X | ||
| What is the purpose of a reflective essay? | X | ||
| What should I include in my reflective essay? | X | ||
Map the Project text: (Refer to Project Based Learning Handbook, pp. 83, 84)
Map the Project: Part 2
Follow the link below to our class blog. We have our class calendar posted on our blog. Our calendar will be the primary "go-to" resource for our students. The calendar contains milestones, events, due dates, etc.
Critical Friends
Giving and receiving criticism are learned skills. Critical friends provides the arena to develop and practice these skills. The Critical Friends protocol is something that we will be able to readily use in our classrooms to teach our students that learning and improvement are matters of course in the real world. Additionally the ability to bring in outside experts as "critical friends" lends a sense of authenticity and novelty that can be lost in the familiarity of teacher to student discourse.
Differentiated Instruction
The following accommodations and/or modifications will need to be made to address our ELL students, special-needs students, or students with diverse learning styles:
The academic teams that we create in the beginning of the year will be heterogeneous groupings. Struggling students will have the support of their teammates. Resource teachers and aids will be part of our process from day one. The variety of activities and opportunities we present should appeal to all learning styles.
Reflection
How will you, your students, and your project colleagues reflect on and evaluate the project?
We will reflect upon the project, and subsequently evaluate the project, by asking ourselves a series of questions. For example, "Did we achieve our desired outcomes? Were the students engaged? What should we do differently? Was it too easy - too hard?" Our students will write reflective pieces that will seek to address their own set of inquiries: "Was this a valuable experience? If so, why? Have I learned to function in a team? Am I prepared for life after high school? What have I learned about myself through this process?"
2008 Summer Institute Photos
Media:GarfieldFinalPresentation.ppt
1st Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project?
We encountered a number of challenges while launching our project. In hindsight, having the students first attend the language arts class and then go on to culinary arts would have been the better schedule. They are otherwise too antsy. Some students excel in culinary arts, some students excel in language arts, and a few excel in both courses. We theorized that this might happen, but the reality of it was outside of our purview. Also the sequence of lessons was not in synch with the desired results. We were mistakenly assuming a body of experience that students could tap in to for their memoirs. This aspect required a lot more development.
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
Culinary arts have become more structured in order to be more compatible with the style of teaching in language arts. We have also seen the need to adjust lesson plans on almost a daily basis. Some students had to be removed from the initial group. We found that this is very much a team-oriented endeavor, and we could not afford to have any detractors.
3. What revisions have you made to the project since the Summer Institute?
We revised / modified our desired outcomes. In terms of language arts we have made the recipe memoirs less about the recipe and more about the memoir. There was too much of an initial push to have students connect to a special family recipe. We have since realized that our students may not have a special family recipe that they readily recollect, but they do have many special memories.
4. Summer Institute participants: What is it like working with your PBL team?
It has been a real pleasure to work together. It has enabled us to have an ongoing evaluation of our students and adjustment of lessons that wasn't possible before.
4. Solo participants: How have you made any of your campus colleagues aware of the project?
N/A
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
Nothing major has changed. We've only tweaked things slightly here and there.
6. What has been the students’ response to the project?
Our students were reluctant and confused at first. However now they seem eager and interested.
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
