The document outlines a CTSO rotation for culinary students. On day 1, students will choose a CTSO competition to practice, read recipes and criteria, define terms, and create a timeline and work plan. Subsequent days involve practicing the competition through mise en place, execution, sampling, and cleanup. The rotation covers competitions like salads, omelets, potatoes, chicken dishes, crepes, cupcakes, and knife skills.
This document outlines practice plans for a culinary competition rotation. Students will select a competition to practice, develop timelines and work plans, and practice the recipe or skills over four days. Competitions include salads, omelets, potatoes, chicken dishes, crepes, cupcakes, innovations, and more. Each practice day involves completing a starter, reviewing plans, cooking/baking, plating samples, cleaning up, and reflection. Objectives focus on knife skills, cooking methods, mise en place, and presentation techniques.
Preparing kitchen tools and equipment and the ingredients in food preparationChristine Pausa
Content
1. Perform Mise en place
2. Preparing the Tools and Equipment to Use
3. General Guides in the Cleanliness and Sanitation of the Kitchen
4. Assembling and Preparing Ingredients for Menu Items
5. Importance of Organizing and Preparing Food
1. The syllabus outlines a 9-week course on cookery and bread/pastry production for Grade 9 students. It covers topics like kitchen safety, personal entrepreneurial competencies, food preparation techniques, and baking terminology.
2. Students will learn how to prepare appetizers, salads, sandwiches, desserts, and complete meals. They will also learn about bread production and pastry making.
3. Evaluation includes written tests, demonstrations of food preparation skills, and a mid-quarter and end of quarter exam to assess student learning over the course.
Preparing students & teachers for culinary competitionNai Wang
The document discusses preparing culinary students for competition by focusing on key skills like teamwork, planning, time management, sanitation, knife skills, basic cooking techniques, and priorities for food preparation and service. It recommends starting competitions in the first year to build skills and confidence, and notes competitions provide scholarship opportunities. Specific tips include developing team projects, analyzing menus for time planning, assigning tasks, practicing basic sanitation, learning proper knife cuts, familiarizing with cooking methods, and ensuring food is tasty, visually appealing, properly cooked and at proper temperatures.
This document discusses key aspects of being a culinary professional. It defines a culinarian as someone who has studied and continues to study the art of cooking. The attributes of a culinary professional include knowledge, skill, producing good flavor and aroma, judgment, dedication, pride, respect, personal responsibility, and valuing education. It also discusses workstations, brigade systems, business math concepts, measurement and conversion techniques used in cooking.
preparing kitchen tools and equipment and the ingredients- GRade 10Reniel Laki
This document discusses the importance of mise en place and preparation in the kitchen. It defines key terms like mise en place and lists different cooking equipment and utensils. The document emphasizes gathering all needed tools and ingredients before starting cooking, and arranging them in a logical, organized manner within easy reach to save time and ensure efficiency. Proper cleaning and sanitation of the kitchen is also highlighted.
The document provides training manuals for chefs and cooks. It discusses the trainer's focus on organic and local ingredients sourced from farms that treat animals humanely. It emphasizes discussing client priorities and providing clean, natural whole foods while considering health and environmental impacts. The manuals cover topics like kitchen tools and equipment, weights and measures, cooking methods, receiving and storing foods, preparing various ingredients like vegetables, fruits, grains and pastas, and specialty dishes.
A slide presentation on Recipe Development and Standardization that restaurants and other food business enterprises can use for a more consistent and reliable products. Thus, more productive and profitable.
This document outlines practice plans for a culinary competition rotation. Students will select a competition to practice, develop timelines and work plans, and practice the recipe or skills over four days. Competitions include salads, omelets, potatoes, chicken dishes, crepes, cupcakes, innovations, and more. Each practice day involves completing a starter, reviewing plans, cooking/baking, plating samples, cleaning up, and reflection. Objectives focus on knife skills, cooking methods, mise en place, and presentation techniques.
Preparing kitchen tools and equipment and the ingredients in food preparationChristine Pausa
Content
1. Perform Mise en place
2. Preparing the Tools and Equipment to Use
3. General Guides in the Cleanliness and Sanitation of the Kitchen
4. Assembling and Preparing Ingredients for Menu Items
5. Importance of Organizing and Preparing Food
1. The syllabus outlines a 9-week course on cookery and bread/pastry production for Grade 9 students. It covers topics like kitchen safety, personal entrepreneurial competencies, food preparation techniques, and baking terminology.
2. Students will learn how to prepare appetizers, salads, sandwiches, desserts, and complete meals. They will also learn about bread production and pastry making.
3. Evaluation includes written tests, demonstrations of food preparation skills, and a mid-quarter and end of quarter exam to assess student learning over the course.
Preparing students & teachers for culinary competitionNai Wang
The document discusses preparing culinary students for competition by focusing on key skills like teamwork, planning, time management, sanitation, knife skills, basic cooking techniques, and priorities for food preparation and service. It recommends starting competitions in the first year to build skills and confidence, and notes competitions provide scholarship opportunities. Specific tips include developing team projects, analyzing menus for time planning, assigning tasks, practicing basic sanitation, learning proper knife cuts, familiarizing with cooking methods, and ensuring food is tasty, visually appealing, properly cooked and at proper temperatures.
This document discusses key aspects of being a culinary professional. It defines a culinarian as someone who has studied and continues to study the art of cooking. The attributes of a culinary professional include knowledge, skill, producing good flavor and aroma, judgment, dedication, pride, respect, personal responsibility, and valuing education. It also discusses workstations, brigade systems, business math concepts, measurement and conversion techniques used in cooking.
preparing kitchen tools and equipment and the ingredients- GRade 10Reniel Laki
This document discusses the importance of mise en place and preparation in the kitchen. It defines key terms like mise en place and lists different cooking equipment and utensils. The document emphasizes gathering all needed tools and ingredients before starting cooking, and arranging them in a logical, organized manner within easy reach to save time and ensure efficiency. Proper cleaning and sanitation of the kitchen is also highlighted.
The document provides training manuals for chefs and cooks. It discusses the trainer's focus on organic and local ingredients sourced from farms that treat animals humanely. It emphasizes discussing client priorities and providing clean, natural whole foods while considering health and environmental impacts. The manuals cover topics like kitchen tools and equipment, weights and measures, cooking methods, receiving and storing foods, preparing various ingredients like vegetables, fruits, grains and pastas, and specialty dishes.
A slide presentation on Recipe Development and Standardization that restaurants and other food business enterprises can use for a more consistent and reliable products. Thus, more productive and profitable.
The document discusses standardized recipes and how they are formatted. Standardized recipes include a list of ingredients in the order they are used, the amount of each ingredient, the yield or number of servings, temperature and equipment details, step-by-step directions, optional nutrition information, and two systems of measurement - customary and metric. It also covers volume as a measurement of space ingredients take up, ingredients measured by weight or count, using kitchen scales, and how to convert recipes by determining a conversion factor to increase or decrease the yield.
This slide about the background of former President of Egypt. Hopefully it will help little bit about his presidential in Egypt administration during his time.
This pamphlet examines the concept of risk in the creative industries in the UK. While the creative industries are seen as globally competitive and holding great potential, there is a perception they are also unpredictable and risky. However, it is possible this risk is overstated. The pamphlet aims to provide a fresh look at risk in the sector through new data and analysis. It defines the creative industries and maps its size and structure. It also presents new analysis comparing the survival rates of creative businesses to other sectors, finding they have similar or higher rates of survival. It concludes the lazy assumption that the creative industries are inherently risky is harming Britain's path to economic growth, and better understanding is needed of the realities of risk in the sector.
Spaniards forced a change to the partial smoking ban through a citizen-led grassroots movement called "POR QUÉ NOSOTROS NO" that advocated for a total ban on smoking in bars and restaurants through positive social media campaigns and by uniting over 260 civil society organizations. Observational studies provided evidence of the health benefits of the total ban, and by August 2009 Spain implemented a new tobacco law instituting a complete smoking ban in all indoor public places.
Australian fur seals live in social colonies, can dive over 200 meters, and hold their breath for up to 3 minutes. They are highly adapted to life in the ocean but sleep half their brain at a time on land. Researchers track seals to learn about their feeding habits at sea and help address threats like entanglement in fishing lines and other debris.
Alfan P Laksono is a freelance design professional from Malang, Indonesia who currently lives in Bandung. He has worked in various design and teaching roles, including as a designer at APIC Enterprise Malang from 2008-2009, a lecturer assistant at Malang Joint Campus from 2008-2009, and currently serves as a lecturer at D4 ITB-SEAMOLEC and D1 ITB-SEAMOLEC. He also maintains professional portfolios on DeviantArt and YouTube and can be contacted via email.
Este documento proporciona información para instructores sobre cómo presentar un taller de educación financiera sobre contratos financieros. Incluye objetivos del taller, materiales necesarios, instrucciones para los instructores, y contenido sobre los tipos de contratos financieros y de seguros, así como los derechos y obligaciones de los usuarios financieros. El documento busca educar a los participantes sobre los elementos clave que deben contener los contratos y sus derechos al firmarlos.
Technical Bulletin 0213 Polyisocyanurate vs. Cellular Glass InsulationDyplast Products
This Technical Bulletin is another in our series of white papers aimed at providing our clients, engineers, specifiers, contractors, fabricators, and friends with objective information on our products and those of our competitors. This Bulletin focuses on a comparison of the physical properties of closed cell2 polyisocyanurate3 (polyiso or PIR) rigid foam insulation products with those of cellular glass insulation products for demanding below-ambient applications such as cryogenic, refrigerant, and chilled water where energy efficiency, moisture intrusion, and condensation are issues.
The Miami Heat are in the NBA finals leading 3-1 against the Oklahoma Thunder. Their starting lineup of LeBron James, Dwayne Wade, Chris Bosh, Norris Cole, and Eddy Curry each make over $1 million per year, averaging $9.9 million annually, while the team's total salary is $80.2 million. Micky Arison owns the Heat team and their home stadium, which opened in 1988 at a cost of $52.2 million and seats around 20,000 fans.
The document provides training manuals for chefs and cooks. It discusses the trainer's focus on organic and local ingredients sourced from farms that treat animals humanely. It emphasizes discussing clients' food priorities and providing natural whole foods while considering health and environmental impacts. The manuals cover topics like kitchen tools and equipment, weights and measures, cooking methods, receiving and storing ingredients, preparing various ingredients like vegetables and potatoes, and making dishes like pastas and dumplings.
3-4CBLM FOR COMMERCIAL COOKING NC III.docxBobieTinaya2
This document provides guidance on organizing bulk cooking operations. It discusses quantifying recipes and converting them for different yields. The key steps are determining the original and required yields to calculate a conversion factor, then multiplying all ingredients by this factor. Factors like equipment size, cooking times and temperatures may also need adjustment. Sample conversions between metric, U.S. and imperial systems are provided to demonstrate the process. Cautions include issues with small home recipes and adjusting spices/seasonings. Proper equipment selection and testing converted recipes is also advised.
This document provides a course syllabus for Food Selection and Preparation. It outlines the following key details:
- The course will teach students skills in culinary arts, food safety, and food preparation methods.
- Topics covered include kitchen equipment, cooking methods, stocks, soups, vegetables, fruits, salads, sandwiches, grains and starches.
- Learning outcomes, topics, teaching methods, materials and assessments are defined for each week.
- The course aims to equip students with knowledge and skills for food preparation applicable to the food service industry.
This document provides an overview of a food service sanitation course. The major topics covered include food-service sanitation principles, clean and sanitary facilities and equipment, sanitation management, food storage safety, Hazard Analysis and Critical Control Points (HACCP) systems, cleaning and sanitizing, and integrated pest management. The cognitive content outlines key terms, concepts, and knowledge outcomes related to hygiene, sanitation procedures, food safety, and personal hygiene practices in the hospitality industry.
This syllabus outlines the topics, learning competencies, and assessments for a Cookery class over three quarters. The first quarter covers topics like dimensions of personal entrepreneurial competencies, business environment, kitchen tools and equipment, food preparation skills, and a midterm exam. The second quarter focuses on bread and pastry production with topics on baking terminology, bread, pastry products, cakes, and another midterm exam. The third quarter returns to personal entrepreneurial competencies and the business environment before reviewing prior food preparation lessons. Formative and summative assessments include tests, demonstrations, projects, and performance tasks.
This document outlines the syllabus for a Cooking 101 course taking place in the spring 2015 semester. The course will introduce students to culinary basics like knife skills and cooking techniques through hands-on lessons and demonstrations by the instructor. Students will learn food safety practices, ingredient selection and storage, and how to prepare dishes using methods like sautéing and grilling. Assessment will include practical assignments after each lesson and a final exam where students cook an original dish. The goal is for students to gain proficiency in fundamental cooking techniques.
1. The curriculum map outlines the first quarter goals of preparing appetizers for high school students in the Cookery course. It includes cleaning and sanitizing kitchen tools and equipment, as well as preparing appetizers independently.
2. In the second quarter, students will focus on preparing salads and dressings. They will learn about mise en place, making various salads and dressings, plating presentations, and proper storage.
3. The third quarter will cover preparing sandwiches, including mise en place, making different types of sandwiches, plating and storage techniques. The map provides learning objectives, instructional materials, assessment strategies and recommendations to enhance the curriculum.
This document provides information about a food trades course for second year students in the Philippines. The course is divided into 8 modules over 4 quarters that cover topics like kitchen safety, food preparation and cooking, hygiene, and serving food. The course aims to teach students skills to become certified in food trades. Upon completing the course, students will receive 2 credits.
The document discusses standardized recipes and how they are formatted. Standardized recipes include a list of ingredients in the order they are used, the amount of each ingredient, the yield or number of servings, temperature and equipment details, step-by-step directions, optional nutrition information, and two systems of measurement - customary and metric. It also covers volume as a measurement of space ingredients take up, ingredients measured by weight or count, using kitchen scales, and how to convert recipes by determining a conversion factor to increase or decrease the yield.
This slide about the background of former President of Egypt. Hopefully it will help little bit about his presidential in Egypt administration during his time.
This pamphlet examines the concept of risk in the creative industries in the UK. While the creative industries are seen as globally competitive and holding great potential, there is a perception they are also unpredictable and risky. However, it is possible this risk is overstated. The pamphlet aims to provide a fresh look at risk in the sector through new data and analysis. It defines the creative industries and maps its size and structure. It also presents new analysis comparing the survival rates of creative businesses to other sectors, finding they have similar or higher rates of survival. It concludes the lazy assumption that the creative industries are inherently risky is harming Britain's path to economic growth, and better understanding is needed of the realities of risk in the sector.
Spaniards forced a change to the partial smoking ban through a citizen-led grassroots movement called "POR QUÉ NOSOTROS NO" that advocated for a total ban on smoking in bars and restaurants through positive social media campaigns and by uniting over 260 civil society organizations. Observational studies provided evidence of the health benefits of the total ban, and by August 2009 Spain implemented a new tobacco law instituting a complete smoking ban in all indoor public places.
Australian fur seals live in social colonies, can dive over 200 meters, and hold their breath for up to 3 minutes. They are highly adapted to life in the ocean but sleep half their brain at a time on land. Researchers track seals to learn about their feeding habits at sea and help address threats like entanglement in fishing lines and other debris.
Alfan P Laksono is a freelance design professional from Malang, Indonesia who currently lives in Bandung. He has worked in various design and teaching roles, including as a designer at APIC Enterprise Malang from 2008-2009, a lecturer assistant at Malang Joint Campus from 2008-2009, and currently serves as a lecturer at D4 ITB-SEAMOLEC and D1 ITB-SEAMOLEC. He also maintains professional portfolios on DeviantArt and YouTube and can be contacted via email.
Este documento proporciona información para instructores sobre cómo presentar un taller de educación financiera sobre contratos financieros. Incluye objetivos del taller, materiales necesarios, instrucciones para los instructores, y contenido sobre los tipos de contratos financieros y de seguros, así como los derechos y obligaciones de los usuarios financieros. El documento busca educar a los participantes sobre los elementos clave que deben contener los contratos y sus derechos al firmarlos.
Technical Bulletin 0213 Polyisocyanurate vs. Cellular Glass InsulationDyplast Products
This Technical Bulletin is another in our series of white papers aimed at providing our clients, engineers, specifiers, contractors, fabricators, and friends with objective information on our products and those of our competitors. This Bulletin focuses on a comparison of the physical properties of closed cell2 polyisocyanurate3 (polyiso or PIR) rigid foam insulation products with those of cellular glass insulation products for demanding below-ambient applications such as cryogenic, refrigerant, and chilled water where energy efficiency, moisture intrusion, and condensation are issues.
The Miami Heat are in the NBA finals leading 3-1 against the Oklahoma Thunder. Their starting lineup of LeBron James, Dwayne Wade, Chris Bosh, Norris Cole, and Eddy Curry each make over $1 million per year, averaging $9.9 million annually, while the team's total salary is $80.2 million. Micky Arison owns the Heat team and their home stadium, which opened in 1988 at a cost of $52.2 million and seats around 20,000 fans.
The document provides training manuals for chefs and cooks. It discusses the trainer's focus on organic and local ingredients sourced from farms that treat animals humanely. It emphasizes discussing clients' food priorities and providing natural whole foods while considering health and environmental impacts. The manuals cover topics like kitchen tools and equipment, weights and measures, cooking methods, receiving and storing ingredients, preparing various ingredients like vegetables and potatoes, and making dishes like pastas and dumplings.
3-4CBLM FOR COMMERCIAL COOKING NC III.docxBobieTinaya2
This document provides guidance on organizing bulk cooking operations. It discusses quantifying recipes and converting them for different yields. The key steps are determining the original and required yields to calculate a conversion factor, then multiplying all ingredients by this factor. Factors like equipment size, cooking times and temperatures may also need adjustment. Sample conversions between metric, U.S. and imperial systems are provided to demonstrate the process. Cautions include issues with small home recipes and adjusting spices/seasonings. Proper equipment selection and testing converted recipes is also advised.
This document provides a course syllabus for Food Selection and Preparation. It outlines the following key details:
- The course will teach students skills in culinary arts, food safety, and food preparation methods.
- Topics covered include kitchen equipment, cooking methods, stocks, soups, vegetables, fruits, salads, sandwiches, grains and starches.
- Learning outcomes, topics, teaching methods, materials and assessments are defined for each week.
- The course aims to equip students with knowledge and skills for food preparation applicable to the food service industry.
This document provides an overview of a food service sanitation course. The major topics covered include food-service sanitation principles, clean and sanitary facilities and equipment, sanitation management, food storage safety, Hazard Analysis and Critical Control Points (HACCP) systems, cleaning and sanitizing, and integrated pest management. The cognitive content outlines key terms, concepts, and knowledge outcomes related to hygiene, sanitation procedures, food safety, and personal hygiene practices in the hospitality industry.
This syllabus outlines the topics, learning competencies, and assessments for a Cookery class over three quarters. The first quarter covers topics like dimensions of personal entrepreneurial competencies, business environment, kitchen tools and equipment, food preparation skills, and a midterm exam. The second quarter focuses on bread and pastry production with topics on baking terminology, bread, pastry products, cakes, and another midterm exam. The third quarter returns to personal entrepreneurial competencies and the business environment before reviewing prior food preparation lessons. Formative and summative assessments include tests, demonstrations, projects, and performance tasks.
This document outlines the syllabus for a Cooking 101 course taking place in the spring 2015 semester. The course will introduce students to culinary basics like knife skills and cooking techniques through hands-on lessons and demonstrations by the instructor. Students will learn food safety practices, ingredient selection and storage, and how to prepare dishes using methods like sautéing and grilling. Assessment will include practical assignments after each lesson and a final exam where students cook an original dish. The goal is for students to gain proficiency in fundamental cooking techniques.
1. The curriculum map outlines the first quarter goals of preparing appetizers for high school students in the Cookery course. It includes cleaning and sanitizing kitchen tools and equipment, as well as preparing appetizers independently.
2. In the second quarter, students will focus on preparing salads and dressings. They will learn about mise en place, making various salads and dressings, plating presentations, and proper storage.
3. The third quarter will cover preparing sandwiches, including mise en place, making different types of sandwiches, plating and storage techniques. The map provides learning objectives, instructional materials, assessment strategies and recommendations to enhance the curriculum.
This document provides information about a food trades course for second year students in the Philippines. The course is divided into 8 modules over 4 quarters that cover topics like kitchen safety, food preparation and cooking, hygiene, and serving food. The course aims to teach students skills to become certified in food trades. Upon completing the course, students will receive 2 credits.
This document provides information about a food trades course for second year students in the Philippines. The course is divided into 8 modules over 4 quarters that cover topics like kitchen safety, food preparation and cooking, hygiene, and serving food. The course aims to teach students skills to become certified in food trades. Upon completing the course, students will receive 2 credits.
This document contains a course syllabus for Cookery, a 3-unit course offered at the Republic of the Philippines Pambayang Kolehiyo ng Mauban in Quezon for the 2nd semester of the 2019-2020 academic year. The syllabus outlines the course description, objectives, topics to be covered over 18 weeks, teaching methods such as lectures and demonstrations, and assessment tasks including exams, presentations and participation. The course aims to teach students to prepare a variety of dishes including appetizers, salads, sandwiches and desserts, and properly store cooked foods.
This document provides a training manual for line cooks that covers essential responsibilities and functions. It discusses maintaining sanitation and cleanliness to prevent foodborne illness, including proper food handling, storage, and temperature control. Personal hygiene, appearance, and health are also addressed. The manual outlines key line cook duties like preparing foods, station maintenance, and closing procedures. It provides guidance on food rotation, cooling, equipment use, and controlling waste.
This document provides course descriptions and learning objectives for culinary arts courses offered at Staples High School. The culinary arts program focuses on developing skills relevant to food service careers such as safety, sanitation, recipe preparation, and teamwork. Course levels include Culinary Arts I for beginners, Culinary Arts II to further skills with international menus, and Advanced Culinary Arts adding business concepts and leadership. The goal is to prepare students for food service jobs or further education with competencies in critical thinking, resource management, technology, and cultural understanding related to food.
1. Cooking is considered an art rather than just a learned skill, but formal training at a culinary school can help develop one's abilities. Culinary school provides benefits like specialization in areas like styling, catering, personal cheffing, nutrition, and food science.
2. Culinary schools offer different levels of degrees from diplomas and associate degrees to bachelor's and master's degrees. Specializing in areas like saucier, patissier, or poissonier can help find employment at restaurants. Proper training can also help one succeed in careers like private cheffing, catering management, nutrition advising, or food science research.
Cul1105 concepts and theories of culinary techniques (5)Liz S. Thompson
This document outlines the syllabus for a culinary techniques course that covers fundamental cooking concepts and skills over 11 weeks. It includes 3 hours of weekly lecture and assignments but no lab hours. Students will learn about stocks, sauces, soups, vegetables, starches, and heat techniques. They will be evaluated on homework, quizzes, a notebook, exams, and a group project. The syllabus provides policies and guidelines for grading, attendance, and students with disabilities.
tle9 agricultural crop production qaurter 3florrizabombio
This document summarizes four lesson sessions on preparing and storing sandwiches for a grade 9 cookery class. The objectives are for students to demonstrate understanding of how to prepare sandwiches and independently prepare sandwiches. Lesson 1 focuses on creative sandwich tips, lesson 2 covers storing techniques through a quiz, and lessons 3 and 4 again discuss storing techniques. The lessons involve classroom discussion, activities, and assessments to help students meet the learning competencies and objectives.
This document outlines the course details for Food Production-1 at Punjab College of Technical Education in Ludhiana. It includes information about the teacher, number of lectures and assignments, course description, objectives, rules for assignments, tests, class participation, internal assessment details, lecture topics, and practical details. The course introduces technical and practical aspects of food production and aims to develop students' decision making, technical knowledge, and cooking skills through hands-on learning experiences.
The document provides information on preparing bakery products. It defines different categories of bakery goods and outlines the skills needed to produce doughs in good condition, including calculating dough yield and water temperature requirements. It also describes selecting ingredients according to establishment type and recipes, and preparing a variety of bakery products by measuring and weighing ingredients accurately.
The consultant provided catering services for the Australian Survivor television series in Samoa, including:
1) Creating a 14 day menu and advising on suitable dishes given local conditions, staff skills, and budget.
2) Training kitchen staff on basic cooking techniques and setting up an efficient buffet service for crew meals.
3) Conducting intensive training for senior chefs to improve food quality and variety using new techniques.
ACTEAZ Summer Conference Creating Your Online Professional BrandRachael Mann
The document provides information about creating a professional brand and lists 5 action items that can be implemented this week. It includes contact information for Rachael Mann and links to her website and social media profiles on sites like Twitter and Google where she discusses teaching like TED. The action items are meant to help readers start developing their own professional brand.
This document promotes the #TeachlikeTED hashtag and encourages connecting with the author, RLMann4, on social media platforms like Twitter under the handles @teachliketed, @RLMann4, and through email. The focus is on teaching in a style inspired by TED talks.
Here are some probing questions I have:
- What are the competing priorities or tensions at play here that are making this dilemma challenging?
- What have been the reactions or responses from those impacted by this dilemma? How have they shaped your thinking?
- What are some potential unintended consequences of different paths forward that you want to avoid?
- What internal or external factors might help or hinder different options for addressing this dilemma?
- How does this dilemma connect to any broader goals, values or principles for your work?
Group: Perspectives and Ideas (5 minutes)
• Group members each offer one idea, tool, resource or perspective to help address the dilemma.
• Presenter: Ask clarifying questions but
This document provides information about various apps categorized by their relevance and usefulness for career and technical student organizations (CTSOs), classroom teaching and projects, and personal effectiveness. It lists apps colored coded by category and instructs partners to determine which apps are relevant, have stars by apps they have used before, and be prepared to share favorites. It also provides information about using a Twitter party and unique hashtag to promote a CTSO with social media.
There's an APP for That: FBLA Presentation Rachael Mann
This document discusses using apps and technology in Career and Technical Student Organizations (CTSOs) and classrooms. It provides examples of how social media can be used to promote programs, create public service announcements, and showcase student achievements. Examples of apps that are useful for different purposes like classroom delivery, projects, and personal effectiveness are given. The document also discusses alternatives to apps and additional technology resources that can be incorporated into classes and CTSOs.
Future Educator Association FEA Advisor Update Session Rachael Mann
The document provides updates from the Future Educators Association (FEA) summer conference. Key points include:
1) FEA's overarching purpose is to promote opportunities for students to develop personal and leadership skills for becoming teachers.
2) There are updates from the national office including no start up fees for new chapters and ideas to rebrand FEA as "Educators Rising."
3) Arizona FEA will be rebranded as "Educators Rising of Arizona" with the 2014-2015 theme being "Faster, Higher, Stronger."
Arizona Future Educators Association 2014 State Officer Training Rachael Mann
This document outlines the agenda and expectations for the 2014 Arizona FEA State Officer Training. Over the course of several days, officers will learn about proper dress codes, public speaking skills, leadership development, and their specific roles and responsibilities. They will practice skills like giving classroom presentations and networking speeches. By the end, officers will have their state positions announced and be prepared for their duties over the coming year.
Technology, Apps, and Social Media for CTERachael Mann
This document provides information on using various social apps and technology in FCCLA (Family, Career and Community Leaders of America) and FACS (Family and Consumer Sciences) classrooms. It lists several social media platforms like Facebook, Instagram and Twitter that can be used to promote FCCLA programs. It also suggests apps and websites for collaborating, organizing presentations, creating videos and graphics, developing professional online profiles, and assessing student learning. The focus is on how technology can engage students and help teach FCCLA and FACS content.
CTSO's for JTED @ Santa Rita Culinary Rachael Mann
This document contains information from a culinary arts class, including:
- Announcements about officer elections, paperwork, and classroom expectations
- A review of proper attire for the lab
- Information about career and technical student organizations (CTSOs) such as CCAP and FCCLA that students can join
- Requirements to become an FCCLA officer and a discussion of additional positions that may be needed for a successful club
This document discusses three career and technical student organizations (CTSOs) for culinary arts programs: FCCLA, CCAP, and SkillsUSA. It provides an overview of culinary arts CTSO activities in Pima County JTED and links to videos and websites about Arizona FCCLA, CCAP, and SkillsUSA activities at local schools. Representatives were available after to answer any questions.
A sous chef supervises other chefs in the kitchen and may fill in for the executive chef when needed. A garde manger is responsible for preparing cold food items like salads, cold meats, cheeses, and sauces. Quaternary ammonium compounds (Quats) are chemicals used to clean and sanitize kitchen surfaces.
Intro to Performance Based AssessmentsRachael Mann
The document provides an overview of performance based assessments (PBAs) that technical students will complete, which evaluate skills through tasks based on industry standards, unlike traditional exams. It outlines why PBAs are used, what skills will be assessed through tasks like food preparation and plating, and provides resources for students to practice skills and create a time plan for the PBA.
This document discusses using technology resources in career and technical education (CTE). It lists several online tools that teachers can use in the classroom, including LiveBinders for organizing resources, Animoto for creating videos, and Rouxbe for online cooking lessons. The document provides examples of how teachers can have students create projects using these tools, such as making a Glogster about different cuisines or creating a graphic organizer in Bubbl.us. It also discusses using online flashcards and quizzes to help students review for end-of-course assessments.
Monday October 15 Catering Lemon Basil Pasta Garlic ChickenRachael Mann
The document outlines the plans and tasks for catering an event on November 30th that includes a bread basket, salad, chicken pasta dish, dessert, and beverages for 20 guests. It details the objectives, timeline, and assigns different tasks to student groups during each class period such as setting up, food preparation, and cleanup. The final section discusses evaluating and improving individual and group performance.
The document outlines the rotations and procedures for students in an advanced culinary arts class, including rotations focused on MyPlate, competitions, catering preparation, support crew duties, and front-of-house. It provides details on requirements for each rotation and expectations for students to document their work in a rotation log and portfolio. The rotations are designed to give students hands-on experience in different areas of the foodservice industry.
Cynthia Foster has just returned from a principals' meeting with the superintendent where she learned about new mandates and regulations. She is feeling overwhelmed by the increased workload and responsibilities under No Child Left Behind. As the new principal, she must determine how to balance leadership, decision making, communication, budgets, and accountability while considering the perspective of her teachers. Wise advice reminds her that true leadership requires others to follow.
Comparitive Education Performance Based Assessments vs Traditional AssessmentRachael Mann
Performance Based Assessments (PBAs) are technical skill assessments based on industry standards that document students' performance levels. PBAs involve hands-on demonstrations of skills rather than traditional multiple choice tests. Culinary and Early Childhood Education students piloted PBAs which involved hands-on food preparation assessments scored by chefs and portfolios scored by instructors. Students found the PBAs more meaningful and reflective of their skills compared to traditional tests. While PBAs require more planning and resources, they better prepare students for their future careers.
Comparitive Education Performance Based Assessments vs Traditional AssessmentRachael Mann
Performance-based assessments (PBAs) evaluate technical and career skills through hands-on demonstrations and portfolios, rather than traditional multiple-choice tests. PBAs allow students in career and technical education (CTE) programs to showcase the practical skills they have learned. The article discusses a pilot program that used PBAs in culinary arts and early childhood education courses. Students completed hands-on assessments evaluated by industry professionals and portfolios containing work samples and reflections. Student feedback indicated PBAs provided a more authentic learning experience than traditional assessments. While more time-consuming for teachers, PBAs help prepare students for real-world work expectations.
Here is a 25-word snapshot of today's learning:
Students learned about side work duties, appropriate dress codes, and proper guest service techniques like determining when guests are finished eating and which guest to serve first.
September 19 Front of the House Rules of ServiceRachael Mann
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1. CTSO Rotation Day 1
Complete Amuse Bouche and fill out Rotation Log
As a group, decide on one CTSO competition area to practice for the week.
Read through the recipe and/or instructions for the competition you have selected.
If your competition does not include a specific recipe, find a suitable recipe.
Read through the CCAP, FCCLA, or SkillsUSA criteria for your CTSO competition area.
(Note: you will be quizzed on this)
Define new or unfamiliar terminology.
Read tips and recommendations for your competition.
Review unfamiliar cooking or food preparation techniques.
Complete a time line for each lab day (see the CCAP Sample Time Line). Be sure to
manage time in order to complete each day’s tasks.
Complete work-plan: Assign duties for each student. Note: All students must work
together and be on task at all times.
Submit timeline and work-plan to teacher for approval.
Check with manager to see if all needed ingredients are available. If all ingredients
are not available, find a suitable replacement for that recipe or choose a new recipe.
If you do need additional materials, check with Ms. Quattro to see if she is placing a
food order and if your ingredients can be added.
Time permitting, begin Mise En Place (must seek teacher approval of work
completed before beginning Mise en Place).
Closure Activity
3. Competition Practice Day 2:
• Complete Amuse Bouche and fill out Rotation Log.
• Read over your objectives and announcements. Be
prepared to share both with the class when called on.
• Review time-line and work plan.
• Prepare to cook (chef jacket, restrain hair, wash hands)
• Mise En Place
• Execute Plan
• If applicable, plate samples for class.
• Clean up
• Closure
Be sure to manage your time efficiently!
4. Competition Practice Day 3:
• Complete Amuse Bouche and fill out Rotation Log.
• Read over your objectives and announcements. Be
prepared to share both with the class when called on.
• Review time-line and work plan.
• Prepare to cook (chef jacket, restrain hair, wash hands)
• Mise En Place
• Execute Plan
• If applicable, plate samples for class.
• Clean up
• Closure
Be sure to manage your time efficiently!
5. Competition Practice Day 4
• Complete Amuse Bouche and Rotation Log.
• Complete Group, Self and Product Evaluations
• If applicable, plate samples for class.
• View My Plate and/or Food Truck
Presentations. (Participation points)
• Turn in time line, work plan, and evaluation
sheet.
• Closure
7. CCAP Salad: Objectives and Standards
Addressed
Students will be able to:
• Implement and practice Mise en Place.
• Identify and demonstrate standardized knife cuts.
• Demonstrate Garde Manger fundamentals in preparing salads and dressings.
• Demonstrate food presentation techniques.
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques
9.0 GARDE MANGER
9.1 Identify tools and equipment used in garde manger practices
9.2 Demonstrate basic garnish techniques
Demonstrate fundamental skills in preparing cold items, e.g., soups, salads, sauces, dressings,
9.3 marinades, relishes, sandwiches, canapés, and hors d oeuvres
9.4 Identify food presentation techniques, i.e., platters, bowls, and plates
9. French Omelet: Objectives and
Standards Addressed
Students will be able to:
• Implement and practice Mise en Place.
• Demonstrate correct cooking methods.
• Prepare a french omelet according to industry standards.
• Demonstrate food presentation techniques.
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques
11. CCAP Tourne Potatoes: Objectives and
Standards Addressed
Students will be able to:
• Identify and demonstrate standardized tourne knife cut.
• Par-boil and saute potatoes.
• Demonstrate guidelines for using seasonings.
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques
12. Supreme Poulet Chasseur avec Pommes Chateau
http://www.ccapinc.org/pdfs/competition/2012-2013-Final-Competition-Recipes.pdf
13. Hunter Chicken with Sauteed Tourneed Potatoes : Objectives
and Standards Addressed
Students will be able to:
• Demonstrate tourne knife cut.
• Define implement and practice Mise en Place.
• Combine flavors and textures to create an appealing dish.
• Correctly season dish.
• Demonstrate correct cooking methods.
• Demonstrate food presentation techniques.
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques
15. Crepes w/ Pastry Crème and Chocolate
Sauce: Objectives and Standards
Students will be able to:
Addressed
Read, follow, and execute recipes.
Demonstrate proper scaling and measurement techniques.
Demonstrate mixing and cooking methods: mix, blend, temper, and cook.
Appropriately use heat to create the correct consistency and texture for each recipe
of the dish
Plate food according to food presentation guidelines.
3.0 INTERPRET RECIPES
3.1 Read, follow, and execute a recipe
3.2 Perform calculations for recipe conversions
3.3 Demonstrate proper scaling and measurement techniques
3.4 Identify different mixing and cooking methods, e.g., stir, mix, blend, and roasting
3.5 Identify basic menu planning and truth in menu principles
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques
18. Food Innovations: Objectives and
Standards Addressed
Students will be able to:
Identify food groups in the current USDA nutritional guidelines.
Identify cooking and storage practices.
Identify nutritional concerns and create recipes to address the concern
Create a recipe.
Execute recipe that meets requirements for food innovations project.
Demonstrate proper scaling and measurement techniques.
Calculate nutrient contents and create a food label.
2.0 APPLY BASIC NUTRITIONAL CONCEPTS
2.1 Identify food groups in the current USDA nutritional guidelines
2.2 Specify primary functions and sources for major vitamins and minerals (carbohydrates, protein, fats, vitamins,
minerals, and water)
2.3 Identify cooking and storage practices for maximum retention of nutrients
2.4 Identify common food allergies and appropriate substitutions
2.5
Identify nutritional concerns ,e.g., vegan/vegetarianism, restricted diets, and caloric intake
3.0 INTERPRET RECIPES
3.1 Read, follow, and execute a recipe
3.2 Perform calculations for recipe conversions
3.3 Demonstrate proper scaling and measurement techniques
3.4 Identify different mixing and cooking methods, e.g., stir, mix, blend, and roasting
3.5 Identify basic menu planning and truth in menu principles
20. Standards and Objectives for Cupcake
Competition:
Students will be able to:
Define baking terms.
Identify proper use and care of equipment and utensils used in baking.
Identify and describe functions of baking ingredients.
Differentiate leavening agents.
Prepare and bake cakes.
Differentiate basic types of and applications for icing.
Define basic baking and mixing methods.
10.0 PREPARE BAKERY AND PASTRY PRODUCTS
10.1 Define baking terms
10.2 Identify proper use and care for equipment and utensils used in baking
10.3 Identify and describe functions of baking ingredients
10.4 Differentiate leavening agents
10.5 Prepare and bake yeast breads
10.6 Prepare and bake pies
10.7 Prepare and bake cakes
10.8 Differentiate basic types of and applications for icing
10.9 Prepare and bake cookies
10.10 Define basic baking and mixing methods
22. Market Basket: Objectives and
Standards Addressed
Students will be able to:
• Select or create a recipe based on given ingredients.
• Define implement and practice Mise en Place.
• Combine flavors and textures to create appealing dishes.
• Identify and demonstrate the functions of ingredients.
• Correctly season foods.
• Demonstrate correct cooking methods.
• Demonstrate food presentation techniques.
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques
24. FCCLA Team Culinary Competition:
Objectives and Standards Addressed
Students will be able to:
• Define culinary terminology.
• Demonstrate a variety of cooking methods.
• Define implement and practice Mise en Place.
• Demonstrate correct cooking methods.
• Demonstrate food presentation techniques.
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques
26. FCCLA Knife Cuts: Objectives and
Standards Addressed
Students will be able to:
• Identify and demonstrate standardized knife cuts.
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques
28. SkillsUSA Fabricate Chicken:
Objectives and Standards Addressed
Students will be able to:
• Identify and demonstrate standardized knife cuts.
• Fabricate a chicken.
• Demonstrate food presentation techniques in fabricating a
chicken.
6.0 APPLY FOOD PREPARATION TECHNIQUES
6.1 Identify and demonstrate standardized knife cuts
6.2 Define, implement, and practice Mise en Place
6.3 Demonstrate a variety of cooking methods, such as roasting and baking, broiling, grilling,
griddling, sautéing, frying, braising, stewing, poaching, and steaming
6.4
Maintain appropriate temperature and placement of products in refrigeration equipment
6.5 Demonstrate food presentation techniques