Quick Cooking Linda Gantz Gwenanne Salkind David Van Vleet

Problem Identification Due to hectic schedules, people do not have enough time to create home cooked meals.

Instructional Goal Our goal is to give people the knowledge and skills they need to cook a meal in 30 minutes.

Needs Assessment: Phase I Planning Target audience: busy professionals who prefer to prepare home cooked meals Survey to gather information about the target audience’s felt and expressed needs. –Current cooking knowledge, skills, and practices –Food preferences

Needs Assessment: Phase II Collecting Data EDIT 705 classmates June 20, surveys - 100% return rate.

Needs Assessment: Phase III Analyzing Data The data were categorized into five categories: Expressed needs and desires Current cooking practices Eating preferences Cooking knowledge and skills Grocery shopping practices Available cooking supplies and ingredients.

Needs Assessment: Phase III Analyzing Data Tallied responses Calculated percentages Created visual representations

Needs Assessment: Phase IV Results Expressed Needs and Desires –67% expressed a desire to eat more home cooked meals –100% said they wanted to cut down on preparation time Current Cooking Practices –Average number of home cooked dinners per week was 3.9 –Median time for meal preparation was 45 min.

Needs Assessment: Phase IV Results Eating Preferences –Wide variety –Dietary restrictions Cooking Knowledge and Skills –83% had never taken a cooking class –83% rated their cooking ability as at or above average

Needs Assessment: Phase IV Results Grocery Shopping Practices –72% primary shopper for household –Diverse shopping habits Available Supplies and Ingredients –Well prepared

Learner Analysis: General Characteristics Adult learners The majority hold full-time jobs Like to eat home cooked meals Limited time for meal preparation 72% follow recipes 67% have 1-2 people in their family Majority feel comfortable performing basic cooking techniques

Learner Analysis: Specific Characteristics Have access to a kitchen Have access to basic cooking equipment Have knowledge of basic cooking techniques and terminology Be able to read and follow recipe Have access to a grocery store Be motivated to develop strategies to save time on meal preparation Have internet access

Instructional/Task Analysis The subject matter expert (SME), a professional chef and cooking instructor, created the task analysis based upon his experience in planning and preparing 30 minute meals.

Instructional/Task Analysis General Analysis included: –Planning meals –Shopping –Food Preparation and Storage –Cooking (in general) Specific Analysis –Chicken Piccata Pasta Toss

Instructional Objectives: Terminal Objective The student will increase the number of home-cooked meals he/she prepares during a typical week.

Enabling Objectives The student will identify tools and equipment used in cooking. The student will identify staple ingredients that should be kept in the kitchen. Given access to cookbooks and cooking websites, the student will plan menus for four home cooked meals.

Enabling Objectives Given a weeklong menu, the student will create a grocery list that includes all necessary ingredients. Given a list of shopping items, the student will describe how these items should be prepped and stored. Using a given recipe, the student will prepare a complete meal in under 30 minutes.

Instructional Approach Five Session Course Each session 3 hours long Instructional delivery methods –Instructor lecture and participant dialogue –Use of the internet to explore different cooking websites –Use of multiple cookbooks –Cooking demonstrations –Hands-on cooking activities –A brochure with resources for quick recipes –Class handouts with cooking techniques and helpful tips

Instructional Approach Sequence of instruction for each class –Lecture and Link to Prior Knowledge –Cooking Demonstration –Student Practice –Debrief and Student Reflections –Assign Homework

Quick Cooking Course Breakdown ClassTime (min.) Day 1Day 2Day 3Day 4Day 5 Information link to prior knowledge 20What’s in Your Kitchen? Students will be able to identify tools and equipment used in cooking. What’s in Your Cabinet? Students will be able to identify staple ingredients that should be kept in the kitchen. Recipe Resources Students will be able to use resources to locate and choose recipes. Let’s Go Shopping Students will be able to create a shopping list based on recipes chosen. How to Prep Students will be able to prepare shopping list items. Teacher Chef demonstration of Meal of the day 45Meal of the day: Meatloaf Patties, Mashed Potatoes, and Pan Gravy Meal of the day: Mexican Fiesta Meal of the day: Chicken Piccata Pasta Toss Meal of the day: Oriental Sesame Chicken Salad Meal of the Day: Beef Fried Rice. Break15 Student practice 45Students will be able to create the meal of the day Eating Debriefing Clean Up 55Students will reflect on topics covered and complete a formative evaluation Student Homework Make a list of tools and equipment you need in your kitchen Make a list of food staples you need to keep on hand. Find four recipes that support your food preferences. Create a shopping list for the meals you chose. Describe what and how you can prep items from your shopping list.

Instructional Approach: The Facility Computer work stations Multiple cooking stations –Basic equipment –Basic tools and utensils Ingredients provided

Formative Evaluation Subject Matter Expert Review Targeted Audience Member Review Pilot Class

Summative Evaluation Week’s Menu Shopping List Cooking Log Student Reflection and Debriefing

Confirmative Evaluation On average, how many times per week do you prepare a home-cooked dinner? –First class meeting –Six months after class completion –Compare pre/post data

Instructional Module Lesson Day 3: Recipe Resources

Quick Cooking Course Breakdown ClassTime (min.) Day 1Day 2Day 3Day 4Day 5 Information link to prior knowledge 20What’s in Your Kitchen? Students will be able to identify tools and equipment used in cooking. What’s in Your Cabinet? Students will be able to identify staple ingredients that should be kept in the kitchen. Recipe Resources Students will be able to use resources to locate and choose recipes. Let’s Go Shopping Students will be able to create a shopping list based on recipes chosen. How to Prep Students will be able to prepare shopping list items. Teacher Chef demonstration of Meal of the day 45Meal of the day: Meatloaf Patties, Mashed Potatoes, and Pan Gravy Meal of the day: Mexican Fiesta Meal of the day: Chicken Piccata Pasta Toss Meal of the day: Oriental Sesame Chicken Salad Meal of the Day: Beef Fried Rice. Break15 Student practice 45Students will be able to create the meal of the day Eating Debriefing Clean Up 55Students will reflect on topics covered and complete a formative evaluation Student Homework Make a list of items you need in your kitchen Make a list of item you need to keep on hand. Find 4 recipes that support your food preferences. Create a shopping list for the meals you chose. Describe what and how you can prep items from your shopping list.

Day 3: Recipe Resources ClassTimeDay 3 Lecture20Recipe Resources Cooking Demonstration 45Chicken Piccata Pasta Toss Student Practice45Chicken Piccata Pasta Toss Eat & Debrief55Reflection HomeworkFind 4 recipes

Activity 1: Lecture Recipe Resources Teacher provides info Students browse resources –Cookbooks –Magazines –Websites Food Network Campusaccess Happy Families

Recipe Resources Meals Matter Sanitarium Star Chefs Just Tell Me What to Coo k Simply Recipes Quick Meals From Leftovers Good Housekeeping

Activity 2: Cooking Demonstration The instructor/chef will demonstrate the efficient method of cooking the meal of the day Chicken Piccata Pasta Toss in 30 minutes or less. Students have opportunities to ask questions.

Activity 3: Student Practice Students will be able to create the meal of the day (Chicken Piccata Pasta Toss) in under 30 minutes. Instructor is available for trouble shooting and to answer questions.

Activity 4: Eat & Debrief How did it go? What problems did you have? How did you solve the problems? What additional information do you need?

Homework Students will use the resources presented in class to find 4 recipes that support their food preferences Students will bring recipes to next class