Joshua,
I think it is important to see if a student can replicate a dish as this is what the industry demands - consistency. As you mentioned, it is helpful to have the student provide feedback before you provide your own. Many times they already know what they have done wrong or what they may do different in the future.
Jae Gruber
I make them taste it with me and often make them give me what they think before I tell them. In the early classes that I teach many students have no idea what a lot of things are supposed to taste like. It is not possible to crush a student like Gordon Ramsay as they make the first attempt at a recipe. I believe that by allowing them to critique and confirming what they think softens the blow and prevents ego from being squashed especially in the early classes. However I do honestly tell them what I taste and then recommend what they can do to make it better or how to fix.
Guy,
I agree. It is good for students to give consideration to their work and discuss what they thought they did well and what they would do different the next time. This is true not only of their production, but their work habits as well.
Jae Gruber
For my baking classes I have the students to layout all of their products so we can compare and I have them to take the perpective of a buyer and choose the ones they would buy if they were in a bakeshop.
Brenda,
That is a great idea: to have the student look at items from a customer's point of view. Sometimes asking what they would pay for those items is an eye opener as well!
Jae Gruber
Before I give any feedback, they are required to critique, then I give mine. They are usually much harder than I am. We discuss the positive and where improvements can be made. We also then discuss together if the improvements are technical, flavor or mise en place related.
I spend at least two minutes with each student individually and go over all areas of their production which include: Flavor, Timing, Organization, Sanitation, Presentation, and teamwork.
I will often tell them to tell me what they would do differently next time. When making an item, they have already seen an instructor example of what they are looking for. I find there is a lot of value in having the student be able to accurately evaluate their own work and how they could improve for the next time.
Ron,
If a student understands where they went wrong and what they could have done differently, this in itself is an excellent learning process.
Jae Gruber
Emma,
Indeed, students often know what they have done wrong before the instructor says a word. If the students know what they will do different next time they embark upon a task, this is a huge part of the learning process.
Jae Gruber
After they complete their dish I give my students an objective critic on their flavor, doneness of cooking and plating of the items
Jorge,
I think it is extremely important to this and to get their feedback as well on what they could have done better. Sometimes students already know where they went wrong by the time they present their plate. The process of making the food and getting the final product to the instructor are just as important as the product itself.
Jae Gruber
End of class day discussions and Q&A segments presenting facts and objective feedback is one method that works for me besides a rubric.
Ray,
It is important to give objective feedback? Can yoiu give an example of the type of rubrics that you use?
Jae Gruber
Before I give them my feedback on taste and presentation, I ask them what they thought of the dishes of the day, in terms of challenges and things they learned. After I give them my feedback we cross reference with their own opinion; they usually have a pretty good idea of what went right, and what could have been done better. I also invite them to taste and critique the other teams dishes, all in a positive and constructive manner. Students get very please when their work is validated by their peers.
Especially in the kitchen I make suggestions rather than criticize, or I ask what else they could have done as well.
We do this for our first plate ups too- we place all the items in the front window under a picture of the dessert. Then we can see at a glance with sugar spears might be facing the opposite direction or who piped the incorrect sauce. The goal is consistency and this helps them to see clearly how many variables are in effect.
I ask students did you understand the concept? How do you feel about what you have made? What do you think you could have done better?
In communication classes when student's have to give a speech that receive from me a assessment on their speech and the areas that they need improvement in.
as they do production I write notes of little things a student may be using during there production. At the end of class we have what I call a pow wow, things I have noted as bullet points for feed back from students. It works, it start them to thinking and talking, giving them ideals of what they may want to do to improve next time.
