Moving at the Speed of Creativity - How is cooking like teaching and learning?

Gayle

our ideas:

You have and end result in mind
Sequential or in steps
Variety of “recipes” to get result
Control certain aspects
Experimental
Creative
Meets needs
Tailor to different “pallets”
Group or individual activity

section 2

How is teaching and leaning like cooking?

1. Have a plan
2. Have proper ingredients
3. Be flexible for changes
4. Must be creative
5. Both are satisfying
6. Necessary
7. Focused on an end product
8. Everyone has a basic recipe but there is room for change
9. Anyone can cook
10. You learn from mistakes

Kellie, Robbie & David

? You check as you go along to make sure it?s going in the right direction
? Take a lot of ingredients to make one thing
? Usually have one cook and many eaters
? Everyone likes theirs a little different, less salt for example
? The littlest mistake can ruin the whole thing
? It?s ok if you begin with a recipe and deviate from the plan
? Like teaching, the more you practice, the better you get/feel doing it
? Usually there?s a clean up afterward
? They can both be heated events
? Allows for creativity, cook and teacher have products to build on
? Have the end results in mind, sequential steps and product focus
? When you first learn how to do it you follow recipes completely even rigidly. Only later do you branch out
? Spice it up and enhance is
? You kill it, you grill it

Elizabeth & John

A blueprint that you work with, follow the tasks and check your output. Change an ingredient or amount of an ingredient and you get something different.

http://www.region10.org Jami Woolley and Edith Buchanan

How is teaching and learning like cooking?
1. Plan
2. Alternative way always available
3. Right ingredients
4. Right proportions
5. Timing is important
6. Preparation is a key
7. Audience
8. Product
9. Involve others/alone
10. Same plans turn out differently

http://Region10.org Sharon

How is teaching and learning like cooking?

Good ingrediants
Good plan
Teaching and learning is an art like cooking
Some cooking is overdone (burned)—as some teachers are also
Both be heated events
Allows for creativity the same as cooking
Finished product could be different
End result in mind
Sequential steps
Rigid at first, can relax and branch out later
Different ways to approach product
Flexibility
Spice it up and enhance it.

http://startrekgeek.com Jean Luc Picard

1. You have to have a plan- recipe
2. Everybody might like something different to eat/ learning style
3. You are as good as your tools
4. At first you follow the recipe with rigidity, but after a while you can free style.

Group 2

You need to have the right ingredients and timing.

There is a measurable result at the end.

The result isn?t always the same. It can be an art and a science.

You need to be prepared for both.

Dornisha

1. sometimes it works, sometimes it does not

2. experiment

3. received well, sometimes not

4. practicing makes better

5. repetition

Karen and Kay

How is cooking like teaching and learning? 12.17.07
Have to have a plan.
Have to have ingredients
You get a product
Don’t always get anticipated results
The plan can be embellished.
There can be a variety, choices can be made along the way to change the end result
The result can be shared with others.
Sometimes it’s a heated event.

Cathy, Terri, Kay, Natosha

You have to know what’s “in season.”
Sometimes you have to experiment.
Sometimes you have to make do with limited resources.
Sometimes the results aren’t good; you have to throw it out and start over.

Mark McGahan

- [+] How is teaching and learning like cooking
– [+] Small units of diverse bits of information
– [+] Quality units
– [+] Proportional
– [+] Sequential
– [+] Correct blending/mixing
– [+] Correct incubation / baking / heat
– [+] Allows for creativity / serendipity
– [+] Product focused
– [+] Recipes are more rigidly followed when starting out and
become less important as experience is gained
– [+] Spices enhance the process

Dixie & Yolanda

1. You need a plan / recipe.
2. You need the ingredients / materials.
3. How to put it together effectively.
4. End product.
5. Evaluate whether good or not.
6. Redo as necessary.
7. Enrich ? add additional ingredients.

http://www.region10.org Web Team

* Recipies are helpful, but master cooks often modify those recipies to meet different
needs and situations.
* Sometimes cooks burn their food, and sometimes students fail, but both can modify their
recipe and improve on their method.

BarbKarenEvelynDana

1. Ingredients/directions in a recipe just like good lessons. Both are adjustable.
2. Both allow you to adjust to your own tastes.
3. Both are ultimately leasing and satisfying.
4. Both fill a basic need.
5. Both are creative
6. Necessary for survival.
7. Like pudding, constant stirring could make it smooth or sticky.
8. Timing is everything!
9. Spice up with your own flavorings to enhance.
10. Visualizing the end product helps the chef/teacher be successful.

Life Long Learner

1. Need the appropriate tools and ingredients
2. Need a basic recipe to build and enhance
3. Constant “taste-testing” to see if product is what you want
4. Recipe can always be adjusted to taste
5. One usually stirs the pot to get the best product

Jack

Taking parts (information/ingredients) and making a whole (knowledge/food)

Change the ingredients over time – active process – for different tastes/learners

Spice it up and enhance it!

A lot of things get burnt.

Gifted

1. Whether you’re cooking or learning….you always add your own twist (ingredients/contents) to it.
2. Add your own creativity

Jose and Veronica

Teaching is like cooking because you get better as you practice.

Learning is like cooking because you let it simmer and sauté it with your background knowledge and experiences.

http://www.region10.org Susan and Cindy

1. sometimes tools assembled
2. it comes out like you planned and sometimes not
3. preparation
4. sequential steps

Beth and Brenda

Teaching and cooking

1. Need a plan
2. Prepare ahead
3. Need ingredients
4. Ingredients added in specific order
5. Needs time for completion
6. Sometimes, you must wait for ?marinating?
7. Final product is more desirable to all individual ingredients
8. They can both be heated events
9. Allow for creativity
10. End product in mind, product focused
11. Recipes more rigidly followed when beginning.
12. There are different ways to approach the product
13. Spice it up and enhance it.

Sharon, Denise, Diane, Tony

•Blending ideas and ingredients
•Need a plan or a good recipe – begin with idea and adapt/create as needed

Rosemary and Pamela

Need ingredients
Have outcome to achieve
Different ways to approach the product
Planned event
Can be creative and change according to need
Combination process
Product is consumed

Kim, Will, Cynthia, Victor

Different learning styles may take various ingredients.

Cooking time for some students may take longer than others.

Curriculum guide is like a cookbook, it takes many kinds of recipes, and the teachers use it as guide for learning.

You always have core ingredients and you may intertwine ingredients as necessary for a quality.

http://www.classroomblogging.com Lorna

Cooking and learning both require specific and non-conflicting goals and objectives. If you are trying to make a sponge cake you can’t grease the pan. If you want a child to expand their ideas, you can’t be closed to their opinions.

http://www.region10.org Liana and Brenda Jean

Good teaching is similar in many ways to good cooking.
Recipies are helpful, but master cooks often modify those to meet different needs and situations. The same is true for teachers.
Making a mistake in a recipe usually increases knowledge so you don?t do it again.
Recipe is a skeleton, then you can add your own creativity to teach and learn.
You have to cook and learn to survive. They are primal needs. We must find a way to do them both effectively.
Cooking can be intimidating for novices, but richly rewarding.
Both can be heated events.
Although the ingredients may be added in a different order, or the teaching techniques vary, the end product will still taste the same and the student will still learn. There is no absolute right way to do things!

http://Region10.org Sharon, Kathy, Ann

What are the most important digital tools for teachers to use personally and with students in the classroom:

PDA’s
Assessment
Cameras.Camcorders
Computers
Cell Phones
TV
DVD Player
CD Player
Web cam
COWs (Computer on Wheels)

Cathy, Terri, Kay, Natosha

Teachers—informational resources, esp. Wikipedia; students are going to interact with technology anyway:)

eric

Both satisfy a primal need…