1 / 15

Café 101 Introduction to Yeast Bread

Café 101 Introduction to Yeast Bread. High School Students All grades and levels Ages 14-18. Tom DeAngelis. Information comes from the ENVIRONMENT from several sources. H E A R I N G. S I GH T. S M E L L. T O U C H. T A S T E. Sensory Register.

cleary
Télécharger la présentation

Café 101 Introduction to Yeast Bread

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Café 101Introduction to Yeast Bread High School Students All grades and levels Ages 14-18 Tom DeAngelis

  2. Information comes from the ENVIRONMENT from several sources. H E A R I N G S I GH T S M E L L T O U C H T A S T E Sensory Register Immediate Memory

  3. The learner will be able to:Identify the ingredients found in a yeast bread.and Prepare a bread from scratch.

  4. Teaching to an Intended Objective Incorporate Four Teacher Actions • Provide Information • Ask Questions • Respond to the Efforts of the Learner • Design Activities

  5. Gives the dough structure Water Hydrates the flour to form the dough Active Dry Yeast Salt Controls the yeast Starts the fermentation process Sugar Adds sweetness & Feeds the yeast Adds color Incorporates air Oil Retains moisture

  6. The Brain Limbic System

  7. The Recipe • Student gets a copy of the recipe • Silent reading (no questions) three minutes • Students ask questions now • Students prepare equipment list in groups • Students write out the ingredients • Teacher discusses the methodology

  8. Kitchen Plan Class _________________ Group___________ Recipe ______________________ Date ______ Ingredients Equipment __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ ___________________ ___________________

  9. Prep time • Select three students to work as a demo team to set up recipe • Have students proceed : • 1. Read recipe • 2. Get the equipment • 3. Measure the ingredients PURPOSE: students perform part of the demo … which raises the level of interest for most while modeling.

  10. The Show Begins Step by Step… the dough is prepared • One student adds the ingredients as… • Instructions are read aloud. • Some students follow the recipe. • A few take notes. • Others prefer to observe • Comments are and questions are addressed

  11. KNEADING IS NEEDED Concrete sequential: learn well with step by step instruction Abstract sequential: appreciate the rational & orderly demo

  12. How long does it take to knead dough? ABOUT Eight to ten minutes by hand THAT’S • Long enough to get equipment AND • Get back to the demo all standing CHECK The feel & texture of the dough

  13. Multiple Intelligences Howard Gardner’s 8 Multiple Intelligences • Verbal/ Linguistic • Logical/Mathematical • Visual/Spatial • Bodily Kinesthetic • Musical/Rhythmic • Interpersonal • Intrapersonal • Naturalist

  14. Closure Closure is an opportunity provided by the teacher for the learners to process what they have just learned. • It allows the student to reflect & internalize. • Must make use of active participation. • Can be covert &/or overt. Please describe in your note book a vivid description of the texture of today’s yeast dough. AND What you will do to achieve that texture tomorrow? The Closure Activity

  15. References • Sousa, D. (2001). How The Brain Learns. 2nd Edition. California, Corwin Press, Inc. • Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. • Gregorc, A. Ph.D. (1985). Style Delineator. Columbia CT. Gregorc Associates, Inc. • STAR – “ Strategies for Teaching Advancement in Ramsey. Ramsey School District. Ramsey, NJ • Anatomy of the Brain- http://www.ahaf.org/alzdis/about/anatomybrain.htm

More Related