Hillary Faeta-Ginepra

Personally, I like to use a variety of true/false, matching, multiple choice and always through in a couple of essay or evaluation/synthesis.  I do feel that true/false an multiple choice can offer a small reward and higher esteem for students who have test anxiety, while if worded correctly, can still demonstrate comprehension and even higher order thinking.  When writing tests, I start with a list of the outcomes/objectives and make sure I am testing for those important concepts; and edit my questions for possible confusion or that lead to misinterpretation or multiple correct answers.

It was very helpful to learn the qualities of good questioning.  I am guilty of asking "does that make sense" and "any questions" at the end of class/lab and have been left with blank stares that do not tell me that they have all mastered the objectives or met the outcomes.  I do now see that many that don't really understand may say they do to avoid being exposed.  I will also start directing questions to specific students and not offering a blanket question to the entire class where the overachievers often dominate.  

Technology will never replace a good teacher.  I have found that giving students control over their learning does improve motivation.  In our culinary labs, I let students choose between items they will produce in lab provided they do some prior research and analyze different recipes.  They must demonstrate to me that they understand the cooking method first; and then are rewarded when they are able to create their own interpretation of the dish.  I let them know it is important to evaluate different recipes and that they have the ability to add and delete ingredients as it relates to the… >>>

The power of positivity, energy and enthusiasm.  Students do need to feel a connection to what they are being required to learn, and especially how it will benefit them in their future pursuits.  I do try to relate materials to personal career experiences I have had in order for them to see that the information I am trying to impart is relative.  I am flexible with deadlines.  However, I do make sure to only extend the deadline for a few days/one week.  Otherwise, students seem to get too far behind.  

What resonated most with me was the fact that the teacher must be transformed prior to embarking on flipping the classroom.  There are many components to consider.  I plan on implementing this in a small way at first; as both students and I need some practice using this new way of learning.  I definitely agree that advancements in technology can facilitate flipping the classroom.  One concern I have is making sure that students do take responsibility for their part in the educational process and actually put the time in prior to class.  Many of my current students struggle with balancing… >>>

Flipping the classroom is not just about pre-recorded lectures.  Selecting the appropriate technologies is imperative and the ultimate goal of flipping the classroom is student centered learning.  Teachers must choose active learning assignments carefully to keep student engagement high and learning at the forefront.  Also, keeping connection between what was learning through pre-recorded information/lectures and in class activities is key to a successful flipped classroom.  It does take professionally developed instructors, content that is intentionally based on outcomes/cognition, flexibility and the ability to blend information, activities to accommodate a variety of learning styles in order to restructure the classroom.  

It was exciting to learn that flipping the classroom allows for higher order thinking like analysis, synthesis and evaluation; all important 21st century skills that students must have to be successful in their careers.  I did find it interesting to learn that flipping the classroom has an incredible benefit for math and science.  I definitely understand that now...especially because it allows for class time to answer questions and clear misconceptions.  It was also exciting to learn that failure rates decrease in flipped classrooms.  It truly does take time to learn how to put the correct materials into recorded lectures, assignments,… >>>

I have utilized flipping the classroom in some of my lecture courses in the past.  Initially, some of the students were reluctant to take ownership of their learning and put the work into pre-assignments/preparation.  They were used to learning in a traditional manner and using precious class time to go over power points, lectures, etc...Once acclimated, the students started to see the benefits of learning at their own pace and having the ability to review materials until they reach cognition.  When they come prepared to discuss what they have read/studied, it opens the class up to more discussion and hands… >>>

I have quite a few students in my classes that have a myriad of learning disabilities.  It was good for me to learn the different types outside of dyslexia so that I can create supports that are effective for them to succeed.  I also want to learn more about using graphic organizers, which I believe will be beneficial to all of the students in my class.  Culinary tends to attract students that are visual/tactile learners with challenges in math and reading.

Many of my students struggle with spelling, reading and writing; and often, Culinary topics/techniques/equipment have French names which can seem overwhelming.  These French words like "mise en place" are an industry standard, so they need to learn these terms and how to use them when speaking in their work environment.  I agree that repetition is crucial in helping students overcome their fear of speaking a different language and start to use those words with more confidence and understanding.  Giving concrete examples and using the words in a variety of contexts is key.