EDSE 417 Demonstrated Lesson FOD2110 Fish&Poultry David Neil #1412936 Instructor: Miriam Sekandi Lesson: Deboning and

Marinating Chicken

Background focusing on what you have viewed (a brief narrative description of your lesson and what transpired) I will start by writing about how I felt before and after this lesson. Compared to my first lesson presentation I was leaps and bounds more prepared and much less nervous teaching to my peers while being evaluated and videotaped. After my lesson I felt that the students learned the intended skills and knowledge that I was attempting to deliver. For the most part I felt good about the lesson but I did notice areas that I could improve on and my instructor pointed out some key aspects for me to focus on in my evaluation. Due to the fact that I was teaching a lab that if carried out in a real school setting, the students would have the opportunity to cook and eat the product so I knew that I should start the lesson with something to get their taste buds going. The chicken confit that I used for the anticipatory set effectively engaged the class and get them thinking about the topic. After the bridge-in, I described how the lesson was put together; pre-assessment, demonstration, the activity (cutting and marinating chicken), clean up and then a summary of the lesson. Before starting the preassessment I laid down some house rules which included reminders of safety, sanitation, kitchen etiquette. The pre-assessment was designed to activate the students prior knowledge and reinforce their enduring understanding on this topic. It flowed right into the demonstration portion of the lesson where I cut up a whole chicken and did my best to cover all key steps and tried to relieve some of the students anxiety that can build up with a lab of this type. After my demonstration I read through the teriyaki marinade recipe and procedures then asked if there were any more questions before they began their activity. The activity was easy to manage due to the small numbers of students and the fact that they are university students. While the students worked on their chickens I rotated through the stations and offered guidance and assistance. At the 40 minute mark I reminded the students that they had 15 minutes until their product should be completed and properly stored in the fridge and their stations and equipment should be clean and stored in the proper locations. The final part of my lesson was a brief recap of the lesson and discussion of what the students had learned from the lesson as well as if they could see themselves deboning a chicken in the future. Analysis of specific teaching/learning strategy integration(demonstration lesson) In my lesson I used multiple learning intelligences in my student learning strategy. In the bridge in portion of my lesson I encouraged students to activate their prior knowledge and reinforce their enduring understanding on this topic by providing an appetizer. By using the top down strategy I had set the stage for students to share their thoughts about the lesson topic and form their own opinions during discussion. For the pre assessment portion of the lesson, I integrated visual aid and bottom up strategies by asking the students specific questions and recording the answers on the whiteboard. Visual aid and role playing were the strategies integrated in the demonstration portion of the lesson because most students in CTS classes are visual learners who rely heavily on modeling and that is why peer modeling was implemented in the lab activity by having the students each be responsible for cutting half of the chicken. After reflecting on the lesson I think I should have provided the students with a paper copy of the demonstration steps in case some students missed a step or were second guessing their next cut they would have something to reference without asking me.

Analysis of lesson plan structure and flow The overall lesson went smoothly. However, I stumbled a couple of times throughout the sixty minutes. I felt that the overall structure of the lesson was solid and this was supported by the feedback from my instructors evaluation. I did rush in certain areas and this can be contributed to the 60 minute time limit which I met almost to the minute and the nerves that come hand in hand with being evaluated. My demonstration could have included a student volunteer which would have added support to peer modeling and perhaps it could have created some competition among students. During the demonstration I forgot to grab a plastic tray for the pieces that I had cut off of the chicken and caught myself crowding my cutting board. I pointed out to the class that it was unacceptable because it can be dangerous. When it came time for me to read the recipe and procedures my speech was not as clear or pronounced as it could have been which could have lost some student attention. I forgot to remind the students to put on their aprons at the beginning of the activity and I have been known to forget this in previous lessons so I will make a point to remember. I had not assigned side duties for the end of the class which resulted in having to leave the room to do a load of laundry. Finally I rushed through the summary in half of the time that I had allotted. I felt that this was my opportunity to really drive home what the students had just learned and ask some important questions about the lesson.

Teaching and presentation skills After watching my video I noticed that my teaching and presentation skills were strong. I incorporated humor throughout my lesson to keep the students relaxed and in the mood to learn. I definitely dont have an issue with hand movement because they do not stop moving when I talk. When I asked questions about the topic I left time for most students to answer and I repeated the correct answer every time. I knew that one of the students could have been a challenge during my lesson and I subconsciously dealt with her behaviour immediately which tells me that my classroom management skills are strengthening. During the activity I remained available as I rotated through the groups and worked with individual students on different skills and answered numerous questions. During the pre-assessment I noticed that I became a bit quiet. I realize that it is a small lab but I could have emphasized certain key terms and points and I could have also shown more enthusiasm. My whiteboard segment could have been better planned for I feel it lacked in power.

Analysis of student engagement and learning I have learned in a short amount of time that engaging students can be achieved in a foods lab when you use delicious food. This lesson was no different. After reviewing the video I saw that the students were engaged in the lesson. Safety and sanitation are always a concern when cutting raw meat and the entire class showed proper food handling and safety skills. Everyone was involved and I was impressed by the final product. I felt that if the engagement suffered at any point of the lesson it would have been in the summary because I rushed through this segment and some students were still cleaning or putting away equipment. Professional growth plan (areas for further growth identified). After watching my demonstration lesson video and reflecting with my instructor I was able to underline some key areas that I plan to improve on. I need to put more thought into my preassessment questions and map out what I want my whiteboard to look like in order to and integrate a larger repertoire of teaching strategies for this segment. Due to my knowledge and

skill in my subject matter demonstrations are my main asset but I will challenge myself to find different ways to strengthen my demonstrations. Another area for growth is making sure I consistently address all of the classroom procedures and side duties before the student activities begin. Now that I am becoming more relaxed while I teach I can concentrate on showing more enthusiasm towards the subject matter. Lastly, I need to strengthen my summary and closure segment to strengthen my lessons and underline the outcomes that were learned and why they are significant.