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Lesson Observation - Year Eleven Practical - Help!

Discussion in 'Design and technology' started by foodjoy, Jan 17, 2012.

  1. New here and desperate for suggestions. Being observed with a year eleven practical lesson. This is part of the students GCSE Food Tech Coursework. All students are cooking different things as their design brief is about: "foods from different culture". This works well for our inner city, multicultural school, as all the students bring their own twist to regular and traditional dishes.
    My first question is, how do I frame the lesson objective, to focus on skills and not on particular knowledge, as some are baking cakes, others making pastry, some are deep fat frying, others stir frying, some are stewing, others roasting, etc. ? I do plan to have a properties and functions of ingredients activity at the start before the practical - a sort of justify why you have chosen to make this dish/product type thing. Then to have a sensory analysis bit after the main cooking has been done but before the washing up is complete. I can then leave the washing up and putting away bit as a winding up excercise.
    By the way, I am not a food specialist but have been teaching this for subject for almost a year. The good news is that our lessons are two hours long. Lots of room to not put too many time contraints on students as there is enough room to work independently and take charge of their own organisation. The only problem with this is, how does one show pace, in a lesson where there is plenty of time for things to get done without rushing? Not forgetting, how does one organise the location of the students and the style of questioning? Then there is the risk assessment document. Have included as much equipment as I can think of but still not sure it is comprehensive enough. Can I refer to Clepps to give me cover if I have missed anything?
    Any suggestions would really be appreciated.
    Offaly, I will pm you my email address just in case, you can send some much needed advice.
  2. We also have the same topic for our coursework project in year 11 and last year got 36 A*s within the coursework element in school.
    Ok lots of questions here - I wouldnt put any written starter or plenary activity into a year 11 practical lesson unless it specifically relates to the coursework being assessed / marked. Mainly as its a controlled assessment.
    All my students as well make completley different dishes from their chosen country to one another in every practical lesson.
    I usually keep similar learning objectives related to the coursework assessment requirements. I keep the objectives prescriptive and the outcomes differentiated.
    1. To be able to demonstrate a wide variety of cooking techniques and abilities that show as many practical skills as possible. and make as much of the dish from scratch as possible using no standard components
    2. To be able to explore the wide variety of ingredients that originate from the country you have chosen to investigate and merge these together to create a unique dish design
    3. To demonstrate as much food nutrition knowledge and design skills as possible in order to create a unique dish that satifys your target customers needs
    <u>Some</u> students will produce a unique and creative dish design, that is nutritionally balanced following the principles of the eatwell plate diagram, is difficult to produce and shows as many cooking skills as possible, producing everything from scratch and is finished to a high standard
    <u>Most </u>students will produce a dish design that is nutritionally balanced following the principles of the eatwell plate diagram, is difficult to produce and shows as many cooking skills as possible, producing everything from scratch with no standard components being used and is finished to a good standard
    <u>All </u>students will produce an edible dish that it nutritionally balanced following the principles of the eatwell plate diagram and shows a variety of cooking skills producing everything from scratch and no standard components are used
    Merge the outcomes into some kind of grid / tick sheet so that the students can peer and self assess their own work at the end of the lesson. Create a table for display so that at the end you can have a plenary discussing everyones work and peer assessing one another relating to the outcomes. This way the students are learning the exam board assessment criteria and the different levels of marking. Teacher needs to also record the practical work on the students individual CRFs. You will need to give oral feedback for each dish to each student using the outcome criteris listed above as well as them adding their own peer and self assessment otherwise students will be unsure as how to improve their GCSE practical grade and you will be unable to benchmark - personalise the learning of each student. You could even get them to sensory evaluate one anothers work as part of the peer assessment but please be careful with staphyloccocus aureus bacteria risks [​IMG]
    Starter - explaining the assessment procedures listed above, requirements etc. Explaining what you expect from them during the lesson and how they will use this controlled assessment to demonstrate their prior learning within food technology
    Hope this sounds ok? I do this all model all the time in my food practical lessons and good luck with your observation
  3. Good morning
    Look at your lesson assessment criteria and also which part of the double lesson are you being observed on - lesson 1 or 2. Most of our lessons are double (120mins) but we are only observed for an hour
    Our y11s for their food study also all cook something different every lesson, but they all have time plans and have to have taste testers questions/grid set up before they start
    So during the practical I will be looking at their time plans - how are they doing/making any amendments
    Also you will be looking at safe use of equipment, good organisation, working independantly (or how are they solving answers - just coming to you or are there other resources in the room available to them to help them work indep. - recipe books/other students etc). Also during the practical - questioning their knowledge & understanding of the processes they are using.
    The start could be just simple what are their aims for the lesson & based on their last practical how are they/can they make improvements
    Good luck
  4. Sounds great, full of creativity and skills.
    Just a quick point, having just been observed- our school is hot on plenaries at the moment and
    so if you are being observed at the end- I would avoid washing up as a plenary- we review each others outcomes, make observations+ positive constructive comments as well as students takng photo's. I also agree with continued indepth questioning as previously mentioned.
    Good Luck

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