Saturday, September 12, 2009

Rough draft of unit of work

Copyrite: Loretta Kreis
Unit of work.

Lesson (1)
Need for food.
In groups research this topic and collaboratively respond.
Brainstorm/ mindmap
Video, take notes answer question sheet.

Lesson (2)
Classification of functions. Social/family.
View the supplied presentation and reflect, post these reflections onto blog.
Types of functions
Power point.
Written task
Lesson (3)
Senses and palate.
View the supplied presentation and reflect on this.
Power point.
Written task.

Senses and palate.
View the supplied presentation and reflect on this.
Power point.
Written task.

Lesson (5)
Senses and palate.
After this session today, post your comments on your experiences.
Blindfold: taste test, describe (written: aroma, texture, flavour, appearance).

Lesson (6)
Students’ cooking.
Multi-cultural Hor deourves. Teacher to take photos and place onto Flickr, students to retrieve and place into picnic to enhance, upload back into Flickr, place into file and then upload into blog. Post reflection also.

Lesson (7)
Food presentation
Students explore the Flickr site for examples of presentation of food items.
Variety, arrangement , Colour/texture.

Lesson (8)
Lesson Teacher demonstration.
You Tube presentation.
Cooking, plate for presentation.

Lesson (9)
Overview of unit. Discuss written and practical exam, with peers and staff.
Lesson (10)
Students work on practical assessment piece.
Choose dishes/work plan/audience. Place these work plans onto the Wiki.

Lesson (11) Teacher to video students and upload this as a digital story with narration and comments for students. Students to respond after viewing.
Students’ cooking. Prac assessment.
Plate for presentation.
Lesson (12)
Classmarker Theory exam. Written assessment. Multiple choice/short answers.

File storage:
How to use buttons in power points:
Photo storage:
Photo manipulation:
Add voice to your slides:
Create a slide presentation:

Wednesday, September 9, 2009

Digital Storytelling

Mathew Needleman 2003-2008
Needleman's statement says it all with this technology, the massive array of free tools available within all of the links was incredible, to be honest I did not go into all of them there were so many but the sites I did visit gave me great insight into how this technology could be utilised by teachers and students. Focusing on experiential and self-directed learning ( Kearsley & Shneiderman, 1999), together incorporating Gardners multiple intelligences and Felder and Soloman learning styles and temperaments, digital storytelling would have the capability of engaging all students of all ages (big 'kids' too) if you know what I mean.

This could be used for practical assessment pieces for students to work collaboratively on in small groups. I would have students' choose from three tasks of:
A). Interview of staff in an industrial kitchen, in regards to hygiene/food presentation.
B). Pro's and con's of fast food.
C). Healthy choices.

After choosing which topic they will work on the students have to either take photos of these areas (with permission), and form a story of their findings. Submit this back to the class for assessment and student appraisal. Perhaps this task could also involve uploading it into their blogs for feedback from peers that way!



As I will not be having contact with any students’ until the first week of October I have not been able to ask them to establish their own blog. But I do agree that it would be a fantastic environment for them to learn, create and discover themselves and others. The application of this tool if used correctly would enable them to develop their writing skills, comprehension, reading and many other areas of the curriculum if given tasks directing them to do so. It also has the ability to engage a variety of learning style/temperaments, body smarts and take on board Dale’s cone theory and Keirsley and Schneidermann’s engagement theory. In addition create higher order thinking skills as represented by the upper levels of Bloom’s taxonomy (Ertmer, 2004) . The students’ could not only work on their reflections from their learning from school but create blogs of their extracurricular activities, interactions with family and friends and also be able to upload photos, files, videos etc. for sharing.


Dr. Ertmer, P. (2004). Examining the relationship between higher-order learning and students' perceived sense of community in an online learning environment. Retrieved September 10, 2009, from

Tuesday, September 8, 2009

Updated power point with buttons.

I had so much fun creating this power point, admittedly it did take awhile to get my head around, however with a little bit of exploring and modelling off peers I was able to achieve a visually dynamic presentation. This interactive tool is a "must have" for teachers and students alike. The concept is fantastic and has the ability to accommodate a large range of learning styles and temperaments and body smarts.

As you can see when you enter my previous attempt I have made a few changes to the slides, both visually and how I have incorporated the answers with the buttons
Please have a look at my both of my presentations, you will be able to see the differences, and tell me what you think.

Until next time Loretta.

Power point Buttons

This is my power point with buttons.