Allspice: The clove-cinnamon-ginger flavor of allspice is an asset to desserts, mulled cider, and savory bean dishes.

2. Allspice: The clove-cinnamon-ginger flavor of allspice is an asset to desserts, mulled cider, and savory bean dishes. Dill: A popular herb in Northern and Eastern Europe and Middle Eastern cuisines. The mellow flavor of dill leaves enriches potato dishes, cucumber salads or pickles, yogurt or sour cream dips. Garlic: Best used in fresh form; dried and powdered garlic lacks full fragrance and has an unpleasant aftertaste. Learning Objects: May be the most indispensable seasoning you add to your course. These discrete video clips can be folded into a variety of instructional activities in your traditional (face-to-face), hybrid, or online class. Mint: Mints can refresh, cool, and enliven. When fresh mint is available, use it for cooking and as an appealing garnish of vivid green, clean-scented leaves. Oregano: The pronounced flavor of oregano is easily recognized as the dominant herb of many commercial pizza sauces. There’s no reason to limit its use to tomato sauce however. Parsley: Fresh parsley is the most readily available herb in American markets.

3. Topic Appetizer The Cost and Benefits Learning Object serves as the prelude to the main entrée lesson, the Gilded Age. This appetizer functions as a cognitive stimulant. • Basic Ingredients • Video Learning Object: Cost and Benefits • Online, hybrid, and traditional classrooms • Introduce the topic of this week’s lesson. For example, you may write (or say) “This week we'll be discussing forces that shaped our nation during a period of history referred to as the Gilded Age. It was during this period that the birth of a modern industrial economy occurred.” • Prepare students to watch the Costs and Benefits video. For example, write (or say) “This video shows how the rapid industrialization that took place in the late 19th century had major consequences.”

4. Topic Appetizer (cont.) • Before students watch the video, instruct them to download a handout from Blackboard containing a list of questions about the video clip. Students review the questions and then watch the video for answers. Sample questions may include: • What were the benefits of the Industrial Revolution? • What were the social, psychological, and environmental costs of the Industrial Revolution? • After viewing the video clip, instruct students to submit their answers to the questions via Blackboard.

5. Topic Appetizer (cont.) Cooking Tips • Think of the video viewing experience as a three-step process. • 1. Pre-Viewing - Provide a viewing focus • Introduce the video. Give students a context for what they are about to see. • 2. During the video – Keep the students engaged and accountable • Point out important segments in the video to focus students’ attention accordingly (i.e. Instruct students to listen for key words, scenes, or interviews) • 3. Post- Viewing – Discuss what was just viewed • Use your video comprehension worksheet as a general discussion tool. The Academy of Art University. Using Videos Effectively. http://faculty.academyart.edu/resources/using_videos.asp

6. Topic Appetizer (cont.) Variety is the Spice of Life! Use the Cost and Benefits video… • As an extra-credit assignment in a History class. Have students expand upon the concepts covered in the Cost and Benefits video. For example, ask students to evaluate if America has made progress in reducing the psychological costs of the Industrial Revolution. • In an English class prior to students reading Mark Twain’s The Gilded Age. This will help provide background or context for students.

7. Discussion Board Stew ThisConquest of the Americas Learning Object can really add a sparkto your standard online discussions. • Basic Ingredients • Video Learning Object: Conquest of the Americas • Online, hybrid, and traditional classrooms • Instruct students to first read the selections Alvar Nunez Cabeza de Vaca from the Norton Anthology of American Literature Volume A: Beginnings to 1820.

8. Discussion Board Stew (cont.) • Next, tell students to view Conquest of the Americas.Remember to apply the three-step video viewing process • Provide a viewing focus prior to showing the video • Keep students engaged while they watch the video • Debrief with students after they watch the video • Direct students to the Discussion Board on eCampus.Instruct students to respond to these questions: • List two points of view that de Vaca expressed about the native peoples he encountered. • How did de Vaca’s world view affect his perceptions? • How does the world view of the modern video affect the perceptions and conclusions drawn in it?

9. Discussion Board Stew (cont.) Cooking Tips Inspiring discussions can reinforce student learning, accomplish learning outcomes, and build student-student interaction where students can support each other’s learning and clarify their understanding. A discussion board stew has a little something for everyone; especially those with a learning palate that prefer verbal or social interaction. When determining what to add to your stew, keep in mind the following ingredients: • The learning outcomes you want to achieve • The participation requirements • The quantity of participant responses you’ll need to answer and monitor

10. Discussion Board Stew (cont.) Variety is the Spice of Life! Use Conquest of the Americas… • For discussions in other disciplines focusing on the Aztec Empire, European exploration, Pima Indians, Spanish conquistadors, Spanish plunder and much more. • In buzz groups. Divide your class into buzz groups after watching the Conquest of the Americas. Instruct each group to discuss a specific aspect of the video clip. Give each group a specified time period to conduct their discussion. When the time period is over, the buzz group reports the results of the discussion to their peers.

11. Build Your Own Learning Sandwich You’ll be amazed at the endless sandwich permutations your students will create when they Build Your Own Learning Sandwich. As the master chef, you’ll provide your students a rich learning environment and coach them as they chop, cut, dice, and toast their own paths toward the learning outcomes. • Basic Ingredients • Video Learning Objects: Overview of Government Regulation • Online, hybrid and traditional classrooms • Organize students into small teams. • Instruct each team to watch Overview of Government Regulation • Remember to use the three-step video viewing process

12. Build Your Own Learning Sandwich (cont.) • Designate each team to either represent the PRO position or the CON position on this issue. • If your team represents the PRO position, do the following: • Create a “position paper” regarding your support of this issue • Support your position with facts and data • After your “position paper” is created, present it to a CON team • If your team represents the CON position, do the following: • Create a “position paper” regarding why you are against this issue • Support your position with facts and data • After your “position paper” is created, present it to a PRO team • Debrief the activity. Determine if perspectives changed, what arguments worked, and so forth.

13. Build Your Own Learning Sandwich (cont.) Cooking Tips • Unless the class setting or the nature of the assignment dictates otherwise, use three- and four-person teams. • As soon as teams are formed, instruct teams to establish policies that will govern their operation. • Have teams formulate their expectations of their team mates. • As the project proceeds, have team members evaluate what they are doing well and areas they need to improve. Oakley,B., Brent, R., Felder, R.M., Elhajj, I. Turning Student Groups into Effective Teams. Journal of Student Centered Learning,Vol. 2, No. 1, 2004.

14. Build Your Own Learning Sandwich (cont.) Variety is the Spice of Life! Use Overview of Government Regulation… To conduct a debate in a Speech class or online discussion: • Speaker/Writer 1 presents arguments in favor of the issue being debated. • Speaker/Writer 2 presents arguments against the issue. • Speaker/Writer 3 challenges the arguments presented by the third speaker and further develops the arguments in favor. • Speaker/Writer 4 challenges all the arguments presented in favor of the issue and further develops the arguments against. • The class then votes on the issue being debated.

15. General Tips for the Chef The following tips will work whether you’re teaching online, a hybrid or in a traditional classroom. The simplest and fastest way to ensure digestion of the material is to create a grading rubric. Use a grading rubric to clearly communicate your expectations and grading criteria to your students. There are only three ingredients to consider when creating a rubric: • Grading criteria (i.e. Students will be graded on grammar, punctuation, organization) • The scale (i.e. Poor, Below Average, Average, Good, Excellent) • Descriptions of the criteria (i.e. Writing has minimal organization and a basic thesis statement.) Matanuska-Susitna College. Grading Rubrics. http://www.matsu.alaska.edu/campusResources/academicAffairs/gradingRubrics.htm

16. General Tips for the Chef (cont.) The following tips will work whether you’re teaching online, a hybrid or in a traditional classroom. A quick way to check comprehension is to ask students to THINK-BACK. Possible THINK-BACK strategies include asking students to: • Think about the information presented in the video clip and how it fits with what they already know • Share a comment or a question about what they heard in the clip • Identify one way they might be able to use the new information to change a current behavior Bowman, Sharon L. You Said It But Did They Get It? How to Check for Understanding. www.Bowperson.com, 2003

17. General Tips for the Chef (cont.) The following tips will work whether you’re teaching online, a hybrid or in a traditional classroom. It’s important to be clear about what students are expected to do. Provide students written instructions that include: • Learning outcomes or rationale behind the assignment, quiz, or test • A clear outline of what students should do, including methods and how they should deliver the coursework (i.e. an essay, a presentation) • Details of any resources, such as texts or on-line sources, that are useful or necessary to complete the assignment • Timetable giving milestones and final delivery date • Scheme for marking or other feedback (remember the rubric)

18. Share Your Recipes! • We want to know how you’ve added learning objects to your classes. Share your recipes with us and we’ll add them to the cookbook. • Email your learning object recipes to either: • Bob Crook at bcrook@dcccd.edu • or • Kay Hampshire at khampshire@dcccd.edu