1. How can I improve content
mastery of culinary methods by
using differentiated instruction
in middle school?
2. Dually Endorsed: Occupational (CTE)/Academic
B.A. - University of Southern Mississippi, Advertising
A.O.S. - Culinary Institute of America, Culinary Arts
ServSafe Instructor/Proctor
Boy Scout Leader/Trainer
M.A. - University of Memphis, Curriculum and
Instructional Design
3. Neighborhood, Non-Optional, Urban Middle School
Approximately 460 Students (Grades 6, 7, 8)
99% African-American/98% Free Lunch Student Body
Innovation Zone Status (SIG)/Title I
Full Kitchen in Classroom (52 Student Participants)
4. Jerome Bruner (1960, 1967) - Constructivist Learning
John Sweller (1988) - Cognitive Load Theory (Schemas)
Emily Calhoun (1998) - Picture Word Induction Model
(PWIM)
Gentry, et al. (2007) - Enrichment Clusters
Levy, et al. (2008) - Multiple Learning Styles
Bresnahan, et al. (2008) - Frayer Model
5. TN State Standard 1.0 - Apply reading, writing, listening,
speaking, science, and mathematic skills to school, family,
career, and community settings.
TN State Standard 2.0 - Use technology to access, manage,
create, manipulate, and interpret information.
TN State Standard 5.0 - Assess nutrition and fitness practices
that promote personal well-being across the life span.
TN State Standard 10.0 - Demonstrate leadership, citizenship
and teamwork skills required for success in the family,
workplace, and community.
6. Similar to centers or learning stations.
Content is broken down into smaller domains.
Students maintain cluster until content is mastered.
7. Week One - Pre-Needs Assessment, Pre-Test, Think-Pair-
Share Summary Review Questions, defining content
definitions
Week Two - PWIM implemented with cooking method
pictures: poach, roast, sauté. Students used Frayer model
as graphic organizer and made posters.
Week Three – Students reversed posters and illustrated the
quadrants with personal drawings.
8. Week Four - Students used Frayer posters to create
PowerPoint presentations to orally deliver to the class.
Week Five - Students presented PowerPoint slides to class.
Students evaluated the presentations with questions and
content linkages and evaluations.
Week Six - Students demonstrated cooking knowledge of
cooking methods, Post-needs Assessment, Post-Test.
9. Pre and Post-Needs Assessments (Learning Styles)
Competency rubrics (Technical Content)
Research Journal
(Reflections/Adjustments/Feedback)
Pre and Post-Tests (Academic Content)
10. Students enjoyed drawing posters.
Students got tired of working together in groups.
Students that finished digital products mastered content
quicker.
Students often complained of lack of cooking.
Bloom’s Taxonomy was observed during the clusters.
12. Students that fully participated in all six weeks were
the most successful in the study.
Students scoring proficient or better in
Reading/Language Arts (RLA) excelled through text
and content associations.
Students involved with the cooking processes had
the most detailed posters and PowerPoint slides.
14. Colleague Collaboration
How can my school colleagues benefit from my study?
Professional Development Seminar
How would this benefit a district-wide audience, local/non-local?
Re-implement in Core Content, e.g. Math, Science, etc.
How do I implement enrichment clusters in future academic/CTE
classes?
Advanced Degree Pursuit (Ed. S./Ed.D.)
How can this strategy be further researched for higher education?
