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Word-Based Learning: High School Culinary Students Learn Worker Traits and Culinary Skills

A study designed to determine what high school culinary students learned while participating in a work-based learning program

John Dowman

on 13 May 2011

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Transcript of Word-Based Learning: High School Culinary Students Learn Worker Traits and Culinary Skills

Work-Based Learning:
High School Culinary Students Learn
Worker Traits and Culinary Skills Prior to the industrial revolution,
the entire community was
involved with educating the
younger generation. As the 20th Century
progressed, education
moved into school
buildings. Results:

1) Disconnection between
schools & rest of community

2) Higher drop out rates

3) Students less prepared for
college One solution to this problem is
work-based learning.

Work-based learning is based on
social constructivism theory. Vygotsky The Vermont Transformation Policy
Commision Report (2009)
states that work-based learning is good
example of transformational education. High Schools on the Move (2002) included
six recommedations. * Include real life experiences
* Engage learners
*Personalize learning
*Create community partnerships
* Allow flexible structures
* Explore multiple pathways towards graduating Literature
Review Various names for work-based
learning include:
work-place experiences
short unpaid internships
community work experiences
career workplace experience (CWE) Work-based learning also
used to describe learning that
takes place for professionals in
the work-force. For the purpose of this project,
I used the terms "work-based learning"
and "career workplace experience (CWE)
to describe short, unpaid work experiences There was no information on
work-based learning in a
high-school culinary program so I
expanded my research to include any
high school programs. Two Main Categories of Learning Highlighted in Research First category is by researchers who believe
work-based learning improves learning by:

* connecting education to real world

* developing professional worker traits

* increasing student personal responsibilities Second category is by researchers who believe
work-based learning has a positive impact on students' personal growth and community

*link between local community and students

*opportunity to explore career pathways

*encourages teenagers to stay in school

*helps students to contemplate further education Methodology The Steps for This Project Were:

1) Gathered information from co-op coordinators

2) Organized work-based learning program

3) Implemented work-based learning program

4) Collected data from students and site supervisor

5) Analyzed data

6) Evaluated and determined what common
learning themes were found throughout all
data collected Two Groups of Participants:

*Five Co-Op coordinators from various
tech centers in Vermont

*Twelve high school seniors from six different
high schools located in Chittenden,
Grand Isle, and Lamoille Counties CWE Information:

Seven restaurants participated in cwe's

Students spent nine days at cwe sites

Students were transported to and from sites

Students wrote daily cwe journals Data Collection Tools:

Daily cwe journals

Student self-evaluation

Cwe program survey

Evaluation on cwe site

Student evaluation

Focus group Data Analysis:

Categorized learning within each data
collection tool

Triangulated data to identify common
learning themes Findings Four Main Categories of Learning Emerged:
Culinary and baking knowledge & skills
Time management and organization
Communication and listening skills Culinary and Baking Knowledge & Skills:
112 student journal references to culinary & baking learning points
Six sub-divisions within this category Other Notes:

Student reflections included learning weaved in among sub-categories

CWE supervisors gave 39 "success" ratings, eight "almost there" ratings and two "not close"

Students who wanted specific ethnic CWE site or bakery viewed culinary skills as important learning points Teamwork Includes:
Employee interactions
Supervisor management style
Shared goal of pleasing customers Data on Teamwork Included:
Forty-two journal passages about positive teamwork
All 12 students said the most positive quality of site was supportive team
Students first experience working with diverse population

Melaville et al. state work-based learning can show "...appreciation for teamwork..." (2006)
Four students noted lack of teamwork as a negative experience Time Management and Organization
Difficult skill to teach students in school
Students communicated success & struggles with this category 20 times
Students expressed being away from peers as key factor to learning skill
Eight students said this category was important to learn on CWE Communication and Listening Skills
Fifteen student journal entries were on communication
Five students said communication most important skill learned
Eleven of 12 students rated themselves as consistent or exemplary with communication
Federal and state reports point to work-based learning to improve students social communication skills (Bailey et al., 2004) Students' Personal Reflection
Two students said CWE changed their future goals
Most students said CWE reinforced future plans
Students expressed gain of confidence after CWE Research shows students gain self-confidence in abilities and are

more likely to consider further education after participating in

work-based learning (Arizona State Department of Education, 1997) Recommendations Recommendations for creating an effective work-based learning program in a high school culinary program includes:

Developing partnerships with foodservice operations

Ensuring students are properly placed into suitable worksites

Communicating objectives and expectations

Using assessment tools to monitor student learning and program success Developing partnerships with foodservice operations
Communicate to advisory board members need for CWE sites
Contact foodservice operations to create new partnerships
Expand the variety of establishments available for CWE's Ensuring students are properly placed into suitable worksites
Set up interviews with each student
Discuss key factors including: student goals, site location, schedules, skill level, transportation, business partner needs
Co-op coordinator has final word in decision process Communicating objectives and expectations
Instructors and co-op coordinator must work out objectives, schedules, challenges, and process
Business partners and school must know each other's expectations and objectives
Instructors and co-op coordinator must stay in communication with students and work sites during CWE Using assessment tools to monitor student learning and program success
Daily student journals
Student self-evaluations
Group discussions
Site supervisor evaluation on student clipartpal.com upload.wikimedia.org/ ced.ncsu.edu/hyy/images/Vygotsky.git bucs.wikispaces.com/vygotsky www.cksinfo.com/.../magnifyingglasses/index.html
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