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, 2005

• 18 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

What hinders people from preparing home cooked meals?

22%

72%50%

11%11%

83%

0

2

4

6

8

10

12

14

16

not enoughtime

don't like tocook

don't knowhow to cook

too tired don't havethe right

ingredients

other

Cooking Techniques

0

2

4

6

8

10

12

14

16

18

chop

sear

boil

sauté

whipdic

e

brown

stea

mbro

il

whisk

grate

sim

mer

bake

beat

fold

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 BreakdownClass Time

(min.)Day 1 Day 2 Day 3 Day 4 Day 5

Informationlink to prior knowledge

20 What’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 ResourcesStudents will be able to use resources to locate and choose recipes.

Let’s Go ShoppingStudents will be able to create a shopping list based on recipes chosen.

How to PrepStudents will be able to prepare shopping list items.

Teacher Chef demonstration of Meal of the day

45 Meal 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.

Break 15

Student practice

45 Students will be able to create the meal of the day

Students will be able to create the meal of the day

Students will be able to create the meal of the day

Students will be able to create the meal of the day

Students will be able to create the meal of the day

EatingDebriefingClean Up

55 Students will reflect on topics covered and complete a formative evaluation

Students will reflect on topics covered and complete a formative evaluation

Students will reflect on topics covered and complete a formative evaluation

Students will reflect on topics covered and complete a formative evaluation

Students 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 ModuleLesson Day 3: Recipe Resources

Quick Cooking Course BreakdownClass Time

(min.)Day 1 Day 2 Day 3 Day 4 Day 5

Informationlink to prior knowledge

20 What’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 ResourcesStudents will be able to use resources to locate and choose recipes.

Let’s Go ShoppingStudents will be able to create a shopping list based on recipes chosen.

How to PrepStudents will be able to prepare shopping list items.

Teacher Chef demonstration of Meal of the day

45 Meal 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.

Break 15

Student practice

45 Students will be able to create the meal of the day

Students will be able to create the meal of the day

Students will be able to create the meal of the day

Students will be able to create the meal of the day

Students will be able to create the meal of the day

EatingDebriefingClean Up

55 Students will reflect on topics covered and complete a formative evaluation

Students will reflect on topics covered and complete a formative evaluation

Students will reflect on topics covered and complete a formative evaluation

Students will reflect on topics covered and complete a formative evaluation

Students 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

Class Time Day 3

Lecture 20 Recipe Resources

Cooking Demonstration

45 Chicken Piccata Pasta Toss

Student Practice 45 Chicken Piccata Pasta Toss

Eat & Debrief 55 Reflection

Homework Find 4 recipes

Activity 1: LectureRecipe Resources

• Teacher provides info

• Students browse resources– Cookbooks– Magazines– Websites

Food Network Campusaccess Happy Families

Recipe Resources

Meals MatterSanitarium

Star Chefs Just Tell Me What to Cook

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