Meatandeducation.com 2015 Welcome Whilst we are waiting to start: Please complete the poll: Have you got a food background? If not, please tell us what

meatandeducation.com 2015

Welcome

Whilst we are waiting to start:

Please complete the poll:

Have you got a food background? If not, please tell us what your previous specialism was.

Frances Meek, Education OfficerBritish Nutrition Foundation


House keeping

• Close down other programmes.• Let us know who you are – type in

the chat box.• Webinar recorded.• Presentation can be downloaded.• Ask and answer questions – type in

the chat box – answer at end.• Complete online evaluation at end

of webinar.


Today we are going to give you some tried and trusted ideas for managing practical lessons.

Do share any top tips that you may have with the rest of the group – type in the chat box.

• Do your pupils struggle to get finished by the end of the lesson?

• Are you sometimes left with piles of washing up to do?

• Do you have to take cooked dishes out of the oven when pupils have moved onto the next lesson?


Top tips for managing practical lessonsPlanning at the start of the year or rotation

Check how many lessons you will have!

Know your pupils – what food experience, skills

and knowledge do they have?

Perhaps complete an audit or use the Food

Passport as a baseline.

This will become even more important with the new KS1 and 2 Cooking and Nutrition curriculum.


Lesson planning

Review recipes in detail – anticipate what the pupils might do incorrectly.

Trial all recipes to be used as a class – don’t take for granted that they will work!

Check preparation and cooking times for recipes – be realistic.

Choose dishes that can be cooked at home.

Top tips for managing practical lessons


Lesson planning:

Try paired practicals – two or three pupils share tasks. This may not always be appropriate but can work well when tasks can be shared.

Consider group work – the pupils work in groups to make a dish which is then tasted and evaluated by the rest of the class at the end of the lesson.



Group work using beef mince

Use the Thinking Hats to evaluate the products you have made and tasted today

Red – feelings about the products

Yellow - positive aspects of the products

Black – negative aspects of the products

Green – be creative! How would you improve the products?

Chilli nachos

Koftas

Mince and sweet potato frittata

Aromatic masala mince

Beef quesadillas


Lesson planning:

Establish a routine for getting ready at the start of year 7 that pupils are taught and know well. Ensure that this is enforced with every class and year group.

Think about the tasks – don’t create bottlenecks. Divide the class so they are not all trying to do the same task together.



Lesson planning:

Make it easy, avoid queues for aprons or tin foil dishes.

Make sure that the pupils know where the equipment is stored.

Count in/out sharp equipment.

Make everything routine!



Before the lesson:

Pre-cut greaseproof paper to line baking trays – this reduces the amount of washing up considerably!

Pre-print name labels for products – this helps manage the food stored in your fridges but also gives students and parents important storage and cooking information.



The information on the label could include:•Name, date and form•Cooking and storage instructions•Allergens


Name: Date: Form:Koftas: Store in a refrigerator and consume within 48 hours. To cook, either grill or oven bake (200°C, gas mark 6) for 15-20 minutes until no pink remains and the meat juices run clear. To reheat, place in a pre-heated oven (200°C, gas mark 6) for 10-15 minutes until piping hot. Cover with tin foil if necessary.


Before the lesson:

Buy tin foil dishes for cooking in. Saves time on washing up and are easy to transport food home in.

Buy brown paper bags for baked goods – easy to write on and store when full.

Get any specific equipment out ready for the lesson, e.g. lined baking trays, flour dredgers (full) and cooling racks.



Before the lesson:

Ensure that you have a system in place for when pupils don’t bring ingredients:

Active learning – involve the pupils in the

practical lesson, e.g. ask them to be a ‘food inspector’ for the lesson.

Have basic spare ingredients that the pupils can use.



Before the lesson:

Have extension tasks/activities linked to the practical ready – perhaps in their printed booklets or school website.

The All about me resource on www.meatandeducation.com can be printed off for non-cook students or early finishers to work through independently. There are 8 worksheets and a PPT presentation.



Ingredients:

Pre-weigh appropriate ingredients but only if

this skill has been taught thoroughly.

Pre-prepare suitable ingredients, e.g. grate carrots using a food processor.

Part prepare a component or components the previous lesson and freeze, e.g. peel, slice and cook apples for a crumble or make pastry and freeze or refrigerate.



Ingredients:

Ask pupils to bring ingredients part prepared,

weighed or measured, e.g. grated cheese

providing they have been taught and have done the skill previously.

Reduce the number of fruit or vegetables in a recipe, or change them for those which are easier to prepare.

Use canned fruit or frozen vegetables, to reduce preparation time.



During the lesson:

Keep everything pacey – review what they have to do but efficiently.

Use a PPT, video or quick demo.

Keep explanations brief and focussed.

Give clear time limits for each part of the practical – keep reminding them!

Use a ‘countdown’ clock projected onto a whiteboard to give pupils a time reference.



During the lesson:

Some teachers use a washing up song …..

Happy by Pharrell Williams seems to be a popular choice!

Do you have any other suggestions? Please

type them in the chat box.



Developing pupil independence in turn leads to a faster lesson and better teamwork:

Introduce C3B4UCME – ask three others before asking the teacher.

Give each pupil three question cards – they can ask up to three questions only. This focuses the mind!



Developing independence:

Record recipe or skill demonstrations and post these on YouTube or your school network. Ask students to watch these for homework and produce a time plan for the lesson.

A variety of skills videos can be found on the food a fact of life website and the recipe section of www.meatandeducation.com



Developing independence:

•Silent demos!

Pupils are required to concentrate and make notes during the demonstration leading to further independence.



Assessing pupils during practical lessons keeps them on their toes!

As you walk round the room assess (0 very poor to 3 very good) them for :

•Preparation – ingredients pre-prepared and ready, working efficiently and being organised

•Practical – skills relevant to particular lesson

•Professionalism – the quality of the appearance and finish of the dish



Other tools for practical assessment could be:

•Licence to Cook observation sheet.

•Food a Fact of Life Learning Journey

booklets, Cooking and Nutrition years 7, 8 and 9.

•Self or peer assessment – based on L2C observation sheet.

•Use of ‘team leader’ or ‘food inspector’ roles during paired or group work.



Classroom management:

Find an effective technique for getting the class quiet when you need to – as quickly as possible.

Don’t shout or speak over pupils, in the end it wastes time.

Some teachers use a whistle or a bell, clap their hands loudly or put a hand in the air. What do you do?



Recipe support from Meat and Education

There is a wide variety of recipes on www.meatandeducation.com to inspire you and your pupils.

Each recipe is categorised by cooking time, helping you to choose the right recipes for your length of lesson.




Each recipe has:

•Clear and easy-to-follow instructions

•Equipment lists

•Top tips

•Nutritional analysis

•Food skills used – helping pupils to monitor and track their own progress



Coming in March!

My Cooking Counts – a new interactive website which will enable pupils to monitor and track their own progress.

For more information and to register, go to:

www.meatandeducation.com




30 minute recipe ideas include:

•Blazing burgers•Bacon, butterbean, carrot and coriander soup•Lamb wraps




45 minute recipe ideas include:

•Bacon and mushroom risotto•Lamb mince tagine•Sweet and sour meatballs



The most important points for managing practical lessons are:

•Be organised and plan well ahead.

•Make it as easy on your self as possible – make them do the work!

•Ensure you and the pupils have a good routine and that everyone follows it.

•Make sure that everyone knows the ‘rules’ and that they are followed.

•Have fun …..


For further information and support, go to:

www.meatandeducation.com - recipes, skills videos and a wide variety of other resources.

www.foodafactoflife.org.uk - Licence to Cook lesson guides (with tips for shorter lessons), recipes, skills videos and observation sheets.

www.foodafactoflife.org.uk - Cooking and Nutrition schemes of work for year 7-9 with detailed lesson plans and learning journey booklets for each year group.


Thank you for joining us. Please complete the online evaluation and remember to download your CPD certificate.

Frances Meek, Education OfficerBritish Nutrition Foundation

The next Meat and Education eSeminar will be:

25 Feb 2015 - 3:45pm

Developing new recipe ideas – top tips for students and teachers. Guest speaker – Denise Spencer-Walker, Food Advisor, EBLEX

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Meatandeducation.com 2015 Welcome Whilst we are waiting to start: Please complete the poll: Have you got a food background? If not, please tell us what