Quick Cooking

1. Quick Cooking Linda Gantz Gwenanne Salkind David Van Vleet

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

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

4. 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

5. Needs Assessment: Phase II Collecting Data • EDIT 705 classmates • June 20, 2005 • 18 surveys - 100% return rate.

6. 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.

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

10. 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.

11. 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

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

13. 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

14. 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

15. 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.

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

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

18. 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.

19. 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.

20. 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

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

22. Quick Cooking Course Breakdown

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

24. Formative Evaluation • Subject Matter Expert Review • Targeted Audience Member Review • Pilot Class

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

26. 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

27. Instructional Module Lesson Day 3: Recipe Resources

28. Quick Cooking Course Breakdown

29. Day 3: Recipe Resources

30. Activity 1: LectureRecipe Resources • Teacher provides info • Students browse resources • Cookbooks • Magazines • Websites Happy Families Campusaccess Food Network

31. Recipe Resources Sanitarium Meals Matter Just Tell Me What to Cook Star Chefs Quick Meals From Leftovers Good Housekeeping Simply Recipes

32. 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.

33. 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.

34. 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?

35. 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