beyond the thinking used in masterchef australia: how can...
TRANSCRIPT
ChristineWintle 1
BeyondthethinkingusedinMasterChefAustralia:HowcanIpromotecreativesolutionsinresponsetodesignproblems?
ChristineWintle
Introduction
LikemystudentsinHomeEconomics,Iwascaptivatedbythetelevisionphenomenonthatis
MasterChefAustralia.Millionsofviewerswatchedamateurcooksdemonstratetheirculinary
skillswhencompetingforthetitleofAustralia’sfirstMasterChef.Thispervadedtheclassroom
andprovidedaplatformfordiscussionwithstudentsabouthowtocreatetheperfect
macaroonbiscuit,howtoidentifytheingredientsinanunfamiliarpastasauce,andwhereto
findequipmenttocreateyourowncroquembouche.Inthestaffroomovercoffee,lastnight’s
episodeofMasterChefwoulddominatetheconversation.Thetelevisionserieshasbeen
instrumentalingettingmorepeopleinterestedincooking,evidencedbyincreasedenrolments
incookingclassesbothwithinmyschoolandsociety,andthefrequentuseofingredientsand
equipmentbyhomecooksthatwereusedbythechefsandcontestantsontheshow.
MycolleaguesandIusedtheconceptofMasterCheftodesignanewsubjectforourYear9
curriculumcalled[InsertFigure1:MastercheftitlewithLearnerplateexactlyhere],forthose
youngcookingenthusiastswantingtolearnhowtobeaMasterChef.Thedraftproposal
outlinedacurriculumthattransferredthestructurefromtheseriestoasecondaryschool
setting.Keyconceptsincludesensoryassessment,masterclasses,guestchefstodemonstrate
specialisedskills,mysteryboxesandinventiontests.TheproposalwasendorsedbytheDirector
ofCurriculumandtheHeadofMiddleSchoolandnowaffordsustwelvemonthstowritethe
coursematerial.IfeelfortunatetobegiventheopportunitytoparticipateintheStoriesof
LearningProjectbecauseitwillallowmetotrialstrategiesandreflectonmypracticewhen
transformingtheideasusedinMasterCheftoaneducationalsettinginpreparationforthe
implementationofournewprogramin2012.TheareathatIammostinterestedinexploringis
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theuseofmysteryboxesandinventionteststodevelopthecreativesolutionsofstudents
duringfoodproduction.Throughthisresearch,Ihopetounravelthequestion‐“HowcanIuse
athinkingroutinetoencouragecreativesolutionstoadesignproblem?”
Theintegrateduseoftechnologyisinthetoolkitofmanyteacherswhoteachpractical
subjects:photography,textiles,art,ceramics,metalwork,woodworktonameafew.Forme,
thetechnologyprocessisusedextensivelyinmyteachingtoseniorstudentsinVCEFoodand
Technology(VCAA,2010)andwillusethedesignstageoftheprocesstofocusmywritingfor
thisarticle.ThetechnologyprocessisalsoembeddedintheVictorianEssentialLearning
Standards(VCAA,2009)andIuseitaspartofteachingofHomeEconomicsinYears8‐10.I
believeinallmystudentsandwhattheycanachieve.Throughmypassionforfood,Ihopeto
engagetheminlearningsothattheygainnewexperiencesandappreciatefoodasbothaform
ofartisticexpressionandascience.Theshiftinmyvalueshasresultedinteachingfor
understandinganddevelopinglifelonglearnerswhoarethe‘masters’oftheirownlearning‐
notjustmastersinmyclassroom.
Ifeelprivilegedtohavebeenemployedintwoschoolsthatpromotethinkingandlearning.
TinternSchoolsgavemetheopportunitytoworkwithaneducationalconsultant,Colleen
Abbott,tohelpredesignourcurriculumandmakethinkingskillsmoreexplicit.Thelearning
cultureatMethodistLadies’Collegefurtherenrichesmyjourneyasateacherandlearner
throughexposuretoITHAKAconferences,theCollegeprojectofSharingClassrooms,biannual
meetingswithindividualteachingstafftosettheirownprofessionallearningplansandthe
UnderstandingbyDesignframeworktodevelopcoursesandwritemeaningfulcurriculum.
Inteachingforthepresentandthefuture,Iammindfulofthechallenges.Studentsseek
immediategratificationfromtheirlearning,andittakesconsiderablethoughtandexpertiseto
hookandengagethemwhenbeginningaunitofwork.Higherorderthinkingskillsare
becominglessdeveloped,particularlyincriticalanalysisthatisneededwhenreflectingonthe
technologyprocess.Iseeitasmyroletodemonstratehowtoanalyseinformationthroughthe
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explorationofideasandthestructureofwriting.Anecdotally,itseemsthatstudentsareless
preparedtoexplorecreativeideasbecauseoftheimmediategratificationthattheyseekand
theirfearoffailureinexploringtheunknown.Therefore,IneedtoconsiderhowIcandevelop
theircreativityskills.HowcanIencouragestudentstotakecalculatedrisks?
HowissuccessmeasuredonMasterChefAustralia?
BeforeIbegintofurtherexplorethenotionofcreativity,Ithoughtitmightbeworthwhileto
lookattheattributesofthefirsttwowinnersofMasterChefAustraliathatcontributedtotheir
success.Ithoughtitmightbepossibletofostersomeofthesequalitiesinmystudentssothat
theoutcomesfromtheshowarereplicatedintheclassroom.
JulieGoodwinwasAustralia’sfirstMasterChefandherbook,OurFamilyTable,hasbecomeone
ofthebiggestsellersinAustralia.AsnotedbyMargaretFultonintheForeword‘Juliewas
happiestwhencookingforfamilyandfriendsbutwaskeentotrynewskills’(Goodwin,J.,2010,
Foreword).IvividlyrecallhavingaconversationwithoneofmystudentsaboutJulieGoodwin
havingallthequalitiesofagoodlearner–sheisenthusiastic,workshardatmakingherdishes
tastegood,hasaflairforplatingandpresentingfoodinaprofessionalway‐butmostofallshe
learnsfromhersuccessesandfailures.Juliewastaughtthebasicsofcookingasachildbyher
motherandafterleavingthefamilyhome,experimentedwithfoodbytryingtorecreatewhat
shehadtastedandenjoyedelsewhere.Sheobservedthekinshipthatoccurrednaturallyovera
sharedmeal,stating‘thatifyoumakenicefoodforpeople,theyloveyou’.(Goodwin,J.,2010,
Introduction)Juliewascertainlypreparedtotakerisksasalearnerandusedherexperiencesto
producefoodofincreasingquality.Towardstheendoftheprogram,shetookpleasurein
preparingfoodforthejudges.
AdamLiawleftthelegalprofessiontoparticipateinSeries2,wherehebecameAustralia’s
secondMasterChef.HeisnowworkingonopeninghisownrestaurantinSurreyHillsbetween
televisionappearances,andhasjustreleasedanewbookentitledTwoAsianKitchens.The
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purposeofhisbookistounderstandoldandnewwaysofAsiancooking,toexplorehowculture
andidentitymeetonaplate.HerecitesaConfucianproverbthattranslatesto“considerold
thingstounderstandnewthings.It’sthetensionbetweenunderstandingtraditionandwhy
thingscometobeandmakingthatyourown.”Headvisesthat“youshouldn’ttrytomakefood
youdon’thaveaconnectionwith”andindeedthiscouldbeinterestingadvicetopassontomy
students.Thecompetitiongavehimtheopportunitytolearnwhatfoodhedidwellandwhyhe
diditwellthroughconstantlyhavinghisfoodcritiquedonanobjectivebasis(Liaw,A.,2011).
Masterchefclarifiedhisthinkingabouthowheapproachesfood,andIhopetodothiswithmy
students.
Howiscreativityembeddedinthinking?
HughMackayisasocialresearcherandethicist,andinhisbook“WhatMakesUsTick?TheTen
DesiresThatDriveUs”hewritesabouthowbeingcreativemakesforabetterlife.Accordingto
Mackay(Mackay,H.,2010,p11),whenwe’recreative:
• Wenarrowourfocusanddistractionsareshutout.• Weareabletorepresentourthoughts(innerself)• Sometimeswedon’tknowwheretheideacomesfrom,itjustemerges• Ritualandsettingupstructuresthatgetyoutocommitareimportant.
If,accordingtoMackay,beingcreativeisoneofthedesiresthatdriveusthenhowdowedefine
itandwhatarethefactorsthatpromoteitsdevelopment?Initssimplestform,beingcreativeis
theapplicationofwhatstudentsknowtoanunfamiliarsituation.Soavegemitepizzamightbe
consideredcreativeforoneofmyinternationalstudents,whowouldhavelittleknowledge
aboutAustraliancuisine.RonRitchhartcitesmanyinstancesofstudentswhoarecreativein
theireverydaylives:‘whereveritisimportanttothinkofnewwaysofdoingthings,tolookat
thingsthroughneweyes,togobeyondconventionalwaysofthinking,tostretchbeyondthe
obvious’.(www.pz.harvard.edu,accessed14.5.2011)Forme,itisthestudentwhoisabletogo
beyondconventionalwaysofthinkingthatstandsherapartfromtherestoftheclass.To
paraphraseRitchhart,youcanviewcreativityasthebigCandthelittlec.Fortheinternational
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studentwhoisimpressedbyherefforttocreateavegemitepizza,thecreativityisrelativeto
herexperiences(littlec).Ifweshiftthecreationofthevegemitepizzatothelargercommunity
(thebigC),thenitmaynotbeviewedascreative.
Everyonehastheirownfoodexperiencesandhasanopinionaboutthewayfoodtastesand
howitispresented.Itthereforebecomesachallengeforstudentstoworkwithaningredient
theymaynotbefamiliarwith,totryanunusualpreparationorcookingtechniqueorchange
theforminwhichfoodistraditionallypresented.Creativityisembeddedinthinkinganditis
impossibleforthelearnerto‘knoweverything.’Thedevelopmentofinspirationalideasrequires
timetoresearchandexperimentwithnewthoughtstobringthemtofruition.Furthermore,itis
theapplicationofcreativesolutionsinrecipesthatisrecognisedinthewidercommunityto
judgetheworld’sgreatestchefs.
FerranAdriaisarguablytheworld’sgreatestchefandhascombinedcreativityandfoodin
relationtohisnew‘restaurant’venture.Havingreachedthetopandstayedthereforsolong,
AdriaisclosinghisrenownedelBullirestaurantandisturningitintoaresearchfoundationthat
willreachouttothemassesbypublishingmenusdailyontheinternet.Heisplanningon
spendinghoursinhisworkshop,developingideasforthemenuandoneofthemembersofhis
newteam,ajournalist,willservedailyrevelationsfromhisexperimentalkitchen.Althoughhe
hasrepresentedSpainatartshows,Adriarejectstheideaofcuisineasart“Theumbrellaisnot
artbutcreativity”hesays(Tremlett,G.,2011,p15).Hewillbringothercreatorsintothe
foundation’skitchen.“Theywillbeabletoseehowwecreateandwecanstudyhowtheydo
it.”AdriawillteachcreativityatHarvardUniversityfortwoweeksayear.Hissystematic
approachtoinventionwillinclude“teachinghowtobecomeanefficientcreator”.Iadmirethe
factthatAdriaisconsistentinhisapproachtocreativityandthatitisthenotionofbeing
creativewithfoodthathasledtomuchofhissuccess.
WithoutenrollingtheminAdria’scourse,howcanIencouragemystudentstobeself‐aware
andtomakemoreconsciouscreativechoices?Ibelievethatpartoftheanswerliesinstudents
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havingastateof‘mindfulness’.Ibecamemoreawareaboutthenotionofmindfulnessafter
readingLesleyRyder’spaperfortheStoriesofLearningProjecton‘WonderingaboutThinking
andSeeing:MovingBeyondMeta‐Cognition’
(http://storiesoflearning.com/Secondary_Stories/Entries/2010/10/10_Wondering_about_Think
ing_%26_Seeing__Moving_Beyond_Metacognition.html).RyderexploredthequestionWhatis
Mindfulness?andsuggeststhatmindfulnessisafacilitativestatethatpromotescreativityand
theuseofinformation,aswellasmemoryandretention.Stressedandanxiousstudentscannot
makeuseoftheirabilities,cannotthinkclearlyandeffectively.(Ryder,L.,2011,p33).Amindful
meditationteacher,JanetEthy‐Leal,spokeaboutmindfulnessrecently.Shestatedthat
“mindfulnessisnotjusttheactivityofthebrain;youdon’tjustfindthemindinthe
brain.Thebrainisanactivityofthenervoussystem.Astudent’sattentioncanfocuson
thepast(memory),thepresentorfuture.Thekeyistogetstudentstomanagetheir
attentiontofocusonthepresent.Ifthinkingisdistortedbymemoryorstudentshave
fearsaboutthefuture,thenthiscanhindertheircreativity.Studentscancreatetheir
ownminds,momentbymomentiftheyremaincalmandhaveclearthoughtpatterns.”
(Ethy‐Leal,J.,2011)
Thetimingofamysteryboxtofostercreativity
Inachievingastateofmindfulnessinordertocreateoptimalconditionsforcreativityto
flourish,thetimingofamysteryboxwillbecrucialtoexperiencingsuccesswhenderiving
creativesolutions.HowwillstudentsfeelifIsurprisethemwithamysteryboxtaskwherethey
needtodeveloptheirowndishusingalimitednumberofingredientsthatarepresentedto
them?Inamixedabilityclassroom,willallstudentsfeelcomfortableiftheyareputonthespot
andhavetoinstantlygeneratetheirideas?ResearchfromRydersuggeststhatsomestudents
willbecomeanxiousandwillnotbeabletodeveloptheirthinking.OntheMasterchefprogram,
wedidnotseeuncomfortablepauseswherecontestantswerestumblingforideasbecauseit
wouldnotmakeforlightentertainment,andonehastowonderhowmuchtimetheywere
giventoplantheirrecipesinadvance.
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IdecidedtotestthisideawithmyYear9HomeEconomicsstudentsinpreparationfortheir
livingawayfromhomeexperienceatourremotesite,Marshmead.Itoldthestudentsthatthey
wouldhaveamysteryboxofingredientsforoneoftheirpracticalclasses,butthatifthey
wantedtoknowtheingredientsthentheycouldemailmeinadvancesothattheycouldplan
theirdish.Approximatelyonethirdoftheclasssoughtouttheingredients,whilsttheothers
werehappytotakerisksanddesigntheirproductwithoutverymuchplanning.Itisnoteworthy
thattheoutcomewasnotassessed,andthistookawaythepressureofhavingworkgraded.
Theexperience,however,willassisttheminhelpingtouseup‘leftover’ingredientsintheir
fridgeandpantrywhilstatMarshmeadanditallowedmetocollectvaluableevidenceabout
theproportionoftheclasswhoneededtimetothinkaboutthetask.
Ihaveoneotherreservationabouttheconceptofamysteryboxtask.Creativityisrelativeto
theexperiencesofthestudent.Dostudentshavethefoodknowledgeandtheskillstocarryout
ideasthattheymighthaveorthatIamexpecting?Whathappenswhenthisismismatched?
Partofmyroleistominimisefailureandtoguidestudentsintheirthinking,buthowmuch
directiondoIgivesothattheydonotloseownershipoftheirideas?Ultimately,Iwantmy
studentstoexperiencesuccess,developconfidenceintheirabilities,commandthecontentand
applyskillstounfamiliarsituationswhilstenjoyingwhattheyaredoingandimprovingtheirself‐
esteem.Theroleofafacilitatorhasneverbeenmoreimportantthanintheimplementationof
adesignexercisethatpromotescreativity.
Taskone–todesignabreakfastfoodforthefrontcoverofDonnaHaymagazine
IdecidedtoworkwithmyYear11VCEFoodandTechnologystudentstopromotecreative
solutionsasthefocusofmyreflectivepractice.In2011,thereisanewstudydesigninVictoria
whichinvolvesusingthedesignprocessinpracticaloutcomes.Icompiledtwodesigntasksin
Term1.Thefirstdidnothaveathinkingroutineembeddedinitbutinsteadwouldallowmeto
ascertainhowstudentsgoaboutsolvingdesignbriefsandwhattheyarethinkingwhentrying
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toderivesuitablecreative,options.Inthesecondtask,Iwillspendsometimeona‘thinking
routine’aftertherequirementsofthetaskaredisseminatedtodeveloptheirthinkinginan
attempttofostercreativesolutions.Bothtasksinvolvetheconceptofamysteryboxin
alignmentwithwhatIamtryingtoachieveindevelopinganewcurriculum.
Thedesignbrieffortaskonewasgiventothestudentsinthefollowingformat:
Figure2:designbriefonbreakfastfoodforthefrontcoverofafoodmagazine
Inadditiontothebrief,theyweregivenamysteryboxandalargerangeofpantryandfridge
ingredients.
MysteryBox–eggs,Romatomatoes,creamcheese,shortcrustpastry,oranges,chocolate(eggs
mustbeincluded,alongwithtwootheringredients)
Pantryitems‐packetofplainflour,packetofSRflour,packetofA1whitesugar,packetof
castersugar,oats,salt,pepper,bakingpowderbicarbonateofsoda,vegetableoil,oliveoil,
slicedwhitebread,shelledalmonds,boxofdriedyeast,boxofcornflour,containerof
arrowroot,bottleofbalsamicvinegar,squeezebottleofhoney,squeezebottleofgoldensyrup,
jarofcoffeegranules,
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Fridge‐blockofbutter,blockofunsaltedbutter,eggs,cream,milk,blocktastycheese,bacon,
colibanpotatoes,brownonions,lemons,freshparsley,freshchives,bottleoflimejuice,bottle
oflemonjuice,jarofchillipaste(sambaloelek),tubofnaturalyoghurt
Theclasswasgiventhetaskatthebeginningoftheweek,andthepracticallessonwasatthe
endoftheweek.Thisallowedstudentstimetothink,constructafoodordertohavethecorrect
resourcesandtotrialthedishathomeiftheywanted.Idirectedstudentstowheretheymight
lookforideastofindoutaboutthefunctionalpropertiesofeggsandthecookingtechniques
thatcanbeused.TheemphasiswasonpresentationandthestudentsknewIwasgoingto
photographthedishandcommentonthedifferentelements.Aselectionofstudentworkcan
beseenbelow:
InsertFigures3–7:foodimagesonbreakfast
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Overall,studentshadgiventhoughttohowtomaketheirbreakfastfoodlookattractiveand
suitableforDonnaHaymagazinewithsimpleandcleanpresentationtechniques.However,the
mostvaluablepartoftheprocesstranspiredinthefollowinglessonwheretheseimageswere
putonadataprojectorandIhighlightedthestrengthsofeachdishandsuggestedpossible
recommendationsforimprovement.Eachstudentprovidedinsightaboutwheretheygottheir
ideasfromfortheirdish.Overwhelmingly,studentsproducedwhattheyknewandhad
experiencedbefore.Havingstudentsdesignabreakfastfoodwasasafeoptionbecausetheyall
haveexperiencesabouteatingbreakfast.However,Iwassurprisedthatevenwiththediversity
ofdifferentcultureswithintheclassroomthedisheswerealltraditionallyEnglishinoriginand
werelackingininnovation.Thiswasavaluablelearningexperiencetofocusonpresentation
andnotover‐plate,butimportantlyitgavemetheknowledgethattheyweren’tthinkingvery
deeplyaboutwhattoproduce.Thestudentshadalotoffunwiththedesigntaskbutfeltquite
restrictedbytheingredientsinthebrief.Eachstudentwroteareflectivepieceonhowtheir
dishsatisfiedtherequirementsofthetasksothattheywereabletointernalisethethinking
thathadtakenplace,orlackofit.
Tasktwo–todesignalunchitemforaresortinKohSamui(Thailand)
Withrepeatedexposuretoamysteryboxandfamiliaritywiththestructureofthetask,I
expectedthatmyYear11studentswouldperformatahigherlevelthesecondtime.I
attemptedtoreplicatethetiminginwhichthedesignbriefwasgivenandthelapsebetween
thisandtheproductionlesson.However,therewasdeliberateinterventioninordertoapplya
thinkingroutineatthedesignstage.Theemphasisoftheproblemwasontheflavourofthe
dish,ratherthantheappearance.
Thefollowingdesignbriefwasgiventothestudents:
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Figure8:designbriefonlunchinaresortinThailand
Themysteryboxingredientswerealsospecified,butIdecidedtoeliminatepantryandfridge
fooditemstoselectfromwiththeintentionofgivingthemmorescope.
MysteryBox–prawns,whitefishfillets,chickenthighfillets,duckbreasts,whitelonggrainrice,
soysauce,carrots,lemongrass,bokchoy(fourofthemysteryboxingredientsshouldbeused)
Theevaluationcriteriaweregivenattheoutset.Thepurposeofthecriteriawasforstudentsto
designtheiroptionwiththespecificationsinmind,knowingthattheyarerequiredtowrite
responsestoeachquestionattheconclusionofthetaskintheformofreflectivewriting.The
criteriaarelistedhere:
1. Whatarethecharacteristicsofthedishthatmakeitsuitabletoserveasalight,healthy
lunchitemataresortinThailand?
2. Whichaspectsofthedishmakeitappealing(flavour,texture,aroma,appearance)?
3. HowdidImakeuseofthefish/seafood,poultryandfreshvegetablesatmydisposal?
4. Wasthetimeallocationof40minutesusedefficiently?
5. HowweretheThaiflavoursofsweet,sour,spicyandsaltyachievedinthedish?
6. Howwerefourofthemysteryboxingredientspreparedsothattheywerekey
components?
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Athinkingroutinewasthenintroducedandwasthekeydifferencebetweenthetwotasks.
Connect‐Extend‐Challengeisaroutineforconnectingnewideastopriorknowledge.Italso
encouragesstudentstotakestockofongoingquestions,puzzlesanddifficultiesastheyreflect
onwhattheyarelearning.
(http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03b_Introduction.html,
accessed14.5.2011)The‘priorknowledge’thatIwasaimingtotapintowasthenotionthatThai
dishestypicallyhavethefourflavoursofsalty,sweet,spicyandsour.Ifstudentsunderstand
thisconceptandhowThairecipesareconstructed,thentheoreticallytheyshouldbeableto
modifyexistingrecipesordesignarecipeoftheirown.Tokeepstudents’thinkingvisible,the
routinewascompletedwiththeentireclassandtheirthoughtswererecorded.Atranscriptcan
befoundbelow:
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Figure9:connect‐extend‐challenge
Attheconclusionofthislesson,Italkedtoeachstudentaboutwhattheywerethinkingin
relationtotheirdesign.Themajorityhadapreferenceforagenericdish.Itwaspleasingtonote
thattheydidnothavedefiniteideasforasolutionbecausetheywantedtoexperimentwith
differentdesignsorattheveryleast,analyseexistingrecipestoseeiftheycontainedabalance
ofthefourflavourelements.IntheprevioussectionHowisCreativityEmbeddedinThinking?,I
arguedthatitisthestudentwhogoesbeyondconventionalwaysofthinkingthatsetsherapart
fromtherest.IhaveonesuchstudentandwhenIquestionedher,shewouldnotcommittoa
definiteideabecauseshefeltthatsheneededtofurtherinvestigateheroptionsbecause‘she
wantedtodosomethingthatwasdifferenttotheothers’.Afterhavingtimetocompletetheir
research,Iwantedstudentstoconsolidatetheirunderstanding,andtheywerethenrequiredto
provideavisualimageoftheirdishwithbriefannotationstoreflectthespecificationsthatwere
giventothematthebeginning.Theworkbelowisanexampleofastudent’sthinkingabouther
dish,rememberingthattheemphasisisonflavour,andnotpresentation.
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Figure10:annotateddesignoption
Werestudentsabletotransfertheirknowledgetothisunfamiliarsituationinaproduction
lesson?Thethinkingroutineallowedthemtoseehowtothinkcreativelyabouthowingredients
canbeputtogetherdifferentlybyfocussingonthekeyconceptofflavour.Iobservedsome
studentsascreativeagents,attemptingtothinkoutsidethebox,stretchingbeyondtheobvious
tolookatsituationsinnewways.(www.pz.harvard.edu,accessed14.5.2011)Aselectionof
studentworkcanbeseenbelow,alongwithareflectionontheprocess.
Figure11:writtenresponsestocriteria5
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Images12‐16:foodimages
Ascanbeseenabove,arangeofrecipeswasdesigned:soups,curries,saladsandnoodles
dishes.Everystudenthadherdishphotographedandtastedduringtheproductionlesson.
Whendiscussingtheflavouroftheproductaspartoftheirassessment,eachstudentexplained
howthatflavourwasachievedthroughtheuseofthekeyingredients.Allstudentshad
consideredthefourtastecomponents,althoughitwassurprisingthatsomeofthemdidnot
tasteasampleoftheirproductbeforecomingoutthefronttobeassessed.Thisisanareafor
futureimprovementbecausetheflavourcouldhavebeenmodifiedandimproved;somedishes
weretoospicy(althoughsubjective),toosourorlackingsaltandintensityofflavour.
Thestudentwhomadethegreatestimprovementstruggledtounderstandtheconsiderations
andstructureofthefirsttask.CompoundingthesituationwasthefactthatshehasAsperger’s
Syndromeanditbecamedifficulttoshiftherthinkingoncetheproblemhadbeengiven;she
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madeabreakfastmuffinthatdidnotutiliseallofthemysteryboxingredientsoruseeggsinan
integralway.Inthesecondtask,however,shewasabletomakeabeautifullytastingprawn
currythathadalloftherequiredflavourelements.Itwasclearthatshewasabletotransferher
ideastowhatsheknewaboutThaifoodaftercompletingthethinkingroutinewiththerestof
theclass.Thehighestachievingstudent(whowasreferredtoearlierinthissectionaswanting
moretimeforherplanning)wasabletoputtogetherherownrecipeforaSweetandSoursoup
thatreflectedthefourflavourcomponents.Itwascreativebecauseitwentbeyondthe
obvious,connectedtopastexperienceandextendedherthinkingtoanunfamiliarsituation.
Recommendationsfornewcurriculumdesignandimplementation
Inlightoftheresults,conclusionscanbedrawnaboutcreativityanditsusefulnessinhelping
studentsderivesolutionstomysteryboxesandinventiontests.
Aboutcreativity
• Experimentingwithfoodinanattempttorecreateindividualexperiencesiskeytobeingabletotransferknowledgeandkeyskills.Themoreopportunitiesthatwegivetostudentsto‘experimentwithfood’tocreatetheirownproducts,themorefamiliartheybecomewiththispatternofthinking.
• Tolearnnewthings,weneedtobeabletounderstandoldthings.Itisdifficulttodesignnewfoodideasifthepreparerdoesnothaveaconnectionwiththefood.Ibelievethatitistheroleoftheteachertohelpstudentstoseethatconnection.
• Creativityisembeddedinthinkingandcanbeviewedastheapplicationofknowledgeandskillstoanewsituation,butitistheabilitytogobeyondconventionalwaysofthinkingthatproduceshighqualityoutcomes.
• Mindfulnessisafacilitativestatethatpromotescreativethoughtandtheuseofinformation,aswellasmemoryandretention.Stressedandanxiousstudentscannotmakeuseoftheirabilities,cannotthinkclearlyandeffectively.Itisimportanttofocusastudent’sattentiononthepresent,withoutbeingtoodistractedbypastmemoriesinrelationtothetaskorfearsaboutthefuture.
Thedesignofthetask
• Thetimingofamysteryboxtaskiscrucialinallowingstudentstoachieveastateofmindfulness.Oneweekappearedtobesufficienttimeforstudentstogenerateideas,planhowtheymightachievetheoutcome,preparethefoodandevaluatetheprocess.
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• Creativityoutputisrelativetoastudent’sownpersonalexperiences,buttheteachercanwidentheexperiencebyintroducinghim/hertodifferentingredients,techniques,equipmentortypesofcuisine.Thereisanopportunitytomodelcreativeideasandexploreoptionsthatareviewedbythemajorityasinnovative.
• Thedesignbriefshouldhaveadegreeoffamiliarityforall.Fourmysteryboxingredientsforinclusioninthedishappearedtobeachievableformost,buttoomanypantry/fridgeingredientsovercomplicatesthedesignandplacestoomanyrestrictions.
• Arecommendationforconsiderationistonotassessthefinaloutcomeforsomemysteryboxtasks,buttoassessthethinkingbehindthedesignoptionsintheformofstudentreflection.Thismightallowstudentstotakegreaterrisksintheirdesigning.However,onecouldequallyarguethatdesignideasneedtoberealisticandhaveappealingsensoryproperties.
• Assessmentrubricscouldbedevelopedtoassessthecreativityelement.• Thereisvalueinpeerassessmentatthecompletionofmakingtheproduct.This
feedbackcouldthenbeusedinthestudent’sreflectivewritingabouttheirproductandtheprocessesorthinkingemployedtomakeit.
Practicalsuggestionsduringimplementation
• Theteachermightconsiderthestudentsgivingtheinstructoramysteryboxtoobservetheteacherdemonstratingthequalitiesthatsheisexpectingfromherstudents.Iftimewasrestrictingtheimplementationofthisactivity,theteachermightworkparalleltothestudentsintheclassroomduringthecompletionofapracticaltasktoreflectonanotheroutcomeorsolution.
• Theuseofdigitalphotographyprovidesevidenceforstudentsabouttheirachievementsandprovidesanopportunitytodiscusstheirthinking.
• Repeatedexposuretomysteryboxtasksandthinkingroutinesallowsstudentstohaveafamiliarstructurewithinwhichtodeveloptheircreativeideas.
Opportunitiesfordeeperthinking
• Connect‐Extend‐Challengeisaroutinethatallowsstudentstoconnectnewideaswithpriorknowledge.Thiscanbedonecollectivelyasaclasstodevelopstudents’thinking,insmallgroupsorindividually.Inthisinstance,theroutineprovidedconnectionandtransferenceofstudentknowledgeaboutflavourstypicallyusedinThaifood.
• Studentsshouldbeencouragedtocriticallyanalysetheirworkatallstagesofthedesignprocess.Thisallowsforrepeatedlearningopportunitiesandencouragesstudentstojustifyandmodifytheirideasinalignmentwiththeevaluationcriteria.Inpracticalclasseswithafoodfocus,thisincludesadjustingtheirplateddishpriortoassessment.
• Studentself‐evaluationsabouttheirlearningallowthemtocommentontheirsuccessandreflectonareasforimprovement.Thisisanopportunitytodocumenttheirthinkingandprovidesaninsighttotheteacherabouttheclassandhowtomoveforwardwithfutureideasforteachingandlearning.
ChristineWintle 20
Conclusion
IcanclearlystatethatthethinkingroutineConnect‐Extend‐Challengedidencouragecreativity
whendevelopingasolutiontoadesignproblemthatrevolvedaroundtaste.Studentswereable
totransferknowledgetoanunfamiliarsituationaboutThaicuisineafterwehaddiscussedwhat
theyknewaboutflavourcomponentsandhowrecipescouldbedevelopedand/ormodified.A
keyfactorinfacilitatingcreativesolutionsisthetimingofthedesigntasksothatastateof
mindfulnessisachieved.Thisnarrowsthefocusofstudentsandreduceslevelsofanxietyso
thattheycanachievetotheirpotential.Designbasedtasksareopenendedandthereforecater
foramixedabilityclassroom,achievingtheoptimumoutcome–deeperthinking,varying
degreesofsuccessandincreasedself‐esteemformystudents.Theteacherhasakeyrolein
facilitatingcreativeideasthroughthedesignofthetask,modellingcreativesolutionsand
providingstudentswiththeopportunitiestoverbaliseandextendtheirthinking.
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