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Combining the kitchen with Adult Learning

My name is Tim, I am a chef, as well as an adult educator.  Welcome to My blog.  Here I will discuss the dichotomy between teaching students how to act in a kitchen, while still using contemporary adult learning styles.

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PIDP 3250 – Andrea Medley’s Book Club Podcast

Good evening 3250.  I was browsing the Forums for more digital projects today and came across Andrea Medley’s book club podcast.  I chose this not only because of the clarity of the content, but also because I find very few people put themselves out there through video or audio, but mostly like to choose visual learning strategies.

I appreciated Andrea’s ability to clearly state best practices and to simplify and related the book club idea to day to day life.  Her attach references link was clear and organized.

I can actually personally admit I have never been a part of a book club….the closest thing I have been a part of is a wine club.

Moving into a modern age, I thought I would try and find a couple of apps that allow for online book clubs, and have come up with two.

 

Firstly, BookClub by BookMovement showed up on my search.  From the information on their site, and the little bit I browsed of the app, it seems to be a place where book clubs may meet online, curate their own ‘playlists’ and communicate on new titles.

Bibliophile book club app was the second most popular one that came up in my search, and seemed more individual driven, based on topics of interest and other personal motivating factors in reading.

Now that I have both downloaded on my phone, I will see how trying to add reading for pleasure back into my daily routine goes!

  • Tim

PIDP 3250 – Andrea Archibald’s “Big Paper” Piktochart

Hi all,

Picking through the submission area of 3250’s digital projects, I came across Andrea’s “big paper” piktochart.

I found that the content was stated very clearly, in an organized manner.  I appreciate that it was a topic that very few students have touched upon yet in their projects.

This style is very intriguing to me, as I like the idea that students are giving their opinions without outside influence.  This allows for honesty in sharing that otherwise may not happen.  I think this style of lesson may be a great confidence builder for students that otherwise may struggle with communicating their thoughts on the content provided.

It is hard to conceptualize classroom activities that tie into Culinary Arts, but “Big Paper” lessons allow for the content to be a bit open ended, with no “right answers,” which ties into what motivates most young cooks….their love for food and flavour.

Have a peak at the chart, its a great way to learn about this strategy and maybe even implement it into your classes.

-Tim

PIDP 3250 – Intro/Thoughts on student motivation

Hello fellow PIDP 3250 students.

as I am sure you have ascertained, my name is Tim and I am a chef.  I work currently for VCC as a Culinary Arts Instructor, and have done so for the last 2 years.

I recently completed my first week, with my reflection being on a quote about motivation.  This really got me thinking about what motivates students, specifically for me, in my classroom.

Through the process of thinking on this topic, I came to the conclusion that for Culinary, which is a very tangible, practically measurable course, I decided that one unifying factor in motivation is the want for praise (or to “do a good job”).

I have found this a difficult motivation to work around, mainly because it is completely subjective, and the level of each students may range quite a bit based on many factors.  Slowly, I have learned to base my teaching on attitude, effort and learning from mistakes more than just initial outcome.

I found this Tedtalk on motivation intriguing, because it touches on the fact that motivation is not universal, but personal.

I hope you enjoy the video, and have some time to reflect on what motivates you, and your students.

-Tim

PIDP 3260 – First post

Hello to all of my PIDP 3260 classmates.  My name is Tim, and as my introduction mentions, I am a chef.  I have worked in hospitality for 20 years, and have been teaching now for 2 years.

I am currently taking my last two courses before my CAPSTONE project for PIDP, and I have loved taking the courses.  For me, 3260 brings together the skills learned so far and puts them into practice, while seemingly discussing a lot of the higher level concepts that come up in teaching.

I look forward to working through this course with you all.

Tim

Transformative Learning Theory

My final blog post for my course will speak on transformative learning theory.  I spent some time reading on the history of Mezirow, who is credited with being the creator of this theory.

The theory was first documented in 1981, and Mezirow’s theory evolved “into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experience” (https://en.wikipedia.org/wiki/Transformative_learning#Mezirow)

What does this really mean?  It means that everyone’s life experience transforms their experience and understanding of what they learn. Under this theory, taking the same course a decade apart could yield completely different results.

There is more than just this to the theory, including the 10 steps that are considered to be followed be each learner.  If you follow the links below, it will allow you to delve deeper into the details of transformative learning.  Realistically, the only drawback I see to transformative learning is that it speaks to rational thinkers (which I believe I am), but does not consider individuals with other trains of thought.  I can see this through the way the ten steps are structured, and therefore believe there is not any one specific learning theory that I have come across that may be able to blanket every single learner out there.  For me, the closest would be constructivism, but that would be a long talk for another day.

Enjoy the reading!

 

The Handbook of Transformative Learning: Theory, Research and Practice

Wikipedia: Transformative learning

Understanding how to learn effectively

When I first read the topic “the cognitive science of learning” I thought to myself “what does this even mean”

So after reading about multiple courses, reading multiple articles and having a chance to properly understand the meaning, I broke it down for myself into this simple sentence…” understanding how to learn (and therefore teach) more effectively”

I stumbled across a great one pager from SFU on the idea of making learning more effective. It touches on a couple of ideas that really hit home:

  1. The role of technology in learning: it touches on the dichotomy between technology being a distraction in learning versus an asset.  I know for me, using technology as a tool, as well as doing my current course at home, means I need a lot of discipline to focus on the task at hand, and not at music, or netflix, or facebook, or other distractions that are available at a single click of a button.
  2. The illusion of competence:  this is the idea that someone’s intuition tells them they know what is needed to master their course or learnings.  The article states that it is important to know when your intuition is leading you astray and that it is being distracted by possible ego

Have a look below and see what you think.  I know this article particularly spoke to me because the two aforementioned points are ones I myself struggle with as a student.

Learning about Learning

Motivation for Adult learners

The idea of how to motivate adult learners really intrigues me.  Our adult culture now really includes multiple generations, especially in the cooking field, where I may see “baby boomers” learning to cook for fun, as well as “GEN X, Y, millenials, etc” all joining the field of culinary arts for different reasons.

It becomes very difficult as an instructor to know how to structure lesson plans with such a generationally diverse group, and so I found the article linked below quite interesting, as it is a great one pager that gives some distinct learning activities that can be used for adult learners to keep them motivated.

The idea of a K-W-L strategy (know – want-learned) where you take time to find out what the learner already knows, find out what they want to learn, and then create activities to test what they learned, really seems to integrate well the idea that experiential learning is the most effective model for adult learners.

I also like the inclusiveness in some of the ideas shared on the site, all of which seem to work towards engendering confidence and competence in the topic at hand through critical thinking and ‘on the fly’ testing.

Have a read and decide for yourself if you agree that by empowering the learner, you create more buy in for the final outcomes.

Motivation strategies for Adult Learners