I love this idea Brion and use it as well. I have them measure a cup and weigh out 8 ounces. Big difference.
I find that by the time they reach my speech/communications class, the students have moved together through a few classes as a cohort first, so they think they know enough about one another, but often times really only know a few others.
I play two truths and a lie on the first day, since it is fun, it breaks down barriers, gets a sense of "we" going in the class right away, and shows the group just how much we don't really know about the others in the group.
-- The reason that I tie this into bridging generational learning is that a common pattern is for "traditional" or "boomer" generation students to share the number of years of experience they've had, or an impressive experience from their resume-- and since the game is to make a lie seem like the truth, they can do so without feeling like they are bragging. In contrast, younger students who have more experience often do the same, or share experiences about having traveled the world or share something unexpected. I participate as well, so they know that I am going to be engaged in the activities I have them do as we move through the class.
As a group, we try to guess what is correct-- and we often "fail" terribly, but we have a lot of fun "failing" which is the point.-- I use this also to learn each name by the end of the first day since it allows me to get at least a first sense of individual personalities (which can be masked in the all white uniform of a culinary student)-- and knowing names helps me make a connection with each student as an individual, and shows my respect for them as people who've shared something with me.
I think that this opens the door on seeing each other as having different experiences to share with the group which fits the goals and format for my classes.
-- Related to this, another approach I use is to let the students be experts on culinary topics (food prep/sanitation). I am an interested layman there, but an expert on language, communications, job-searching and public speaking. I've found that since I am a younger teacher (with 9 years experience) this shows the group I respect them, and their respect for me goes up in kind. Older students don't see that I want to tell them things they already know better than me, and younger students like to be seen as knowledgeable-- a role not appropriate with a chef instructor, but okay with me.
Both groups are eager to share what they know in discussions by tying our communications concepts into the kitchen, and I do end up learning quite a bit in return-- but it again creates a "we" in the classroom that is receptive to new concepts and exploring alternative ideas.
A fun and contemporary way I have gotten results in the multi-generational classroom is to take a standard recipe for a classical preparation and break it down by the ingredients and challenge the students to come up with as many ways as they know how to prepare those said ingredients. Then we do group activities to rebuild the classic dish, but with cool new contemporary twists and preparations. The educational goal here is for the more seasoned students to be able to share their knowledge of said ingredients with their (often younger) counterparts who may have never experienced a certain preparation, and vice versa, and collaborate to design something new. It has worked very well for me and provided great results for all sets of generational learners.
David,
"Two truths and a lie" is an excellent "ice breaker" activity that I have used as well, but I really like how you tie it into the class itself. Thank you for sharing so many grea best practices in your post.
Jae Gruber
Ernest,
Small group projects work well if properly directed by the instructor and if each person within the group is assigned an outcome beyond the group outcome. If everyone has a stake in the result, they are more likely to participate.
Jae Gruber
Lauren,
It is important to tell your stories to make the course material applicable to the student. It is also helpful to have some alumni return and tell their stories of what they learned "in retrospect" after they graduated!
Jae Gruber
Brian,
Culinary instruction is indeed about the technique and sometimes it is hard to change the mindset of students who came in focused on recipes to the actual procedure. Saute, braise, roast, poach...whatever the technique, it is the same process, regardless of the product.
Jae Gruber
Shannon,
Some students do have challenges grasping the concept of liquid measures vs. dry measures. Visuals make a difference!
Jae Gruber
i believe using lecture, demo and a/v helps most types of learners. you tell them you show them and by using technology you make it interesting as well.
John,
Thank you for sharing this best practice. This is very creative way to get students really thinking. I love it.
Jae Gruber
richard,
I agree Richard. Using multiple methods to help reach the maximum amount of learning styles is extremely helpful. For the youngest generation, incorporation of technology is crucial.
Jae Gruber
I encourage different generations to work with each other in groups. I talk to the students about the diverse work environment in the industry and how a leader needs to work well with all different types of people.
Viual aids for sure work for me. Simply having two students peel 1# each of two different sized carrots to see their differnet yields is usually an eye-opener for most people.
I use visual and also competitions with games and get the class to interact and come with ideas, adn also have them teach portions and sections of the material.
I often find that sharing my industry experience, not only to teach but also to mentor, help bring a commonality within my students. I also use a combination of lectures, powerpoints, and outside reading to effectively reach each student.
i like to use computer projects, competitions, and home projects
I try to incorporate a number of techniques for bridging learning differences including powerpoint presentations, videos, white boards, class discussions, story telling and demonstrations. I find using a number of teaching techniques helps to ensure all are getting information in some fashion.
We use groups for most of the kitchen work, and then they compete against each other.
Most instructions we give in many forms to make sure all of the different learning styles, and generations get it the way they respond best. We give them a handout in advance, email out the same information, review recipes in class and encourage discussion. We also put the same "preplist" up on the dry erase board as we discuss it.
jason,
Can you give a few examples of the computer projects and home projects that you use?
Jae Gruber
Matthew,
These are all fantastic ways to reach many learning styles. How do the students respond to competing against each other? Do some students like it more than others?
Jae Gruber
