Learning by Doing in Culinary Arts

Want to know more about me as a teacher? Keep reading to learn about my philosophy of teaching.

Click on these links to view videos about the theories of learning that inform my practice, as well as the why that drives my education leadership philosophy.

Links in the text below provide additional information about the theories and practices mentioned in my philosophy of teaching.

Mastery

Discovery

Modeling

Clarity

Iteration

Meaning & Authenticity

Growth

Leadership

Investment in the Future

My Teaching Philosophy

I believe all students can achieve mastery of Culinary Arts content. My goal is to meet my students where they are and bring them up to where they need to be. To achieve this goal, I draw on the unique experiences and personalities, interests and abilities of my students. This gives students the opportunity to bring what they already know and who they are into the classroom and kitchen. It also gives them a say in how they demonstrate learning and skill mastery.

I believe that what students know is critical to the learning process. Before I introduce a new topic, I discover what my students already know about it. For my teaching to be effective, I need to meet students at the border between what they can already do and what they can learn to do with help (Lave and Wenger, 1991). That help may come from observing me during a teacher demonstration, or from observing a peer who has more prior knowledge and skill.

I believe showing students is as important as telling them. Modeling hands-on skills is a crucial part of teaching and learning in my kitchen. After watching, students imitate with feedback and scaffolded support. I empower students to coach and teach their peers during the learning process. This reinforces learning for students at all levels. These teaching strategies provide opportunities for students to practice and develop their skills until they become proficient enough to execute them on their own.

I believe in clear communication with students about the process of mastering new content and skills. They need to know where they are in the learning process and what is expected of them at each step. Frequent checks for understanding ensure that no students are left behind.

I believe learning and skill development are non-linear processes. They don't happen on the first try, so I give students many varied opportunities to practice and apply what they learn with the support of constructive feedback and insights gained from self reflection. At each step of the learning cycle, I check for understanding, provide feedback, and ensure students are ready to move forward. With practice and reinforcement students grow into mastery of both content and skills.

I believe students learn best when they are engaged in activities that are personally meaningful. That is why I offer students a variety of ways to show me what they know, and choices when planning labs and projects. This connects learning to their real life through authentic learning experiences.

I believe in measuring growth along the way and rewarding final achievement. At each step of the learning cycle, I check for understanding, provide feedback, and ensure students are ready to move forward. Students have many opportunities to practice and apply what they are learning and receive constructive feedback. These strategies teach students how to be successful learners. Success in the kitchen spills over into personal and academic interests, encouraging students to strive toward their goals with confidence in their ability to learn.

I believe leadership is the key to success in culinary arts and life. Students fill leadership roles throughout the year in culinary arts. By creating a classroom culture of excellence in professionalism, skill mastery, leadership training, and professional communication, students are prepared not only for careers in the hospitality industry, but also for success in any career that requires excellence, initiative, leadership, and communication skills.

I believe that knowledge of culinary arts is a valuable asset for students as they prepare for life on their own. It prepares students to meet many challenges--both personal and professional. Culinary arts, by its nature, is a collaborative field that builds community, creativity, and confidence. Success in learning culinary arts prepares students for success in life no matter what their future path.

References

Edutopia. (n.d.). Maker education: Reaching all learners [Video]. YouTube. https://youtu.be/_MDOB5-ocQc?si=n1ZC7t45X_ZxMYRd

Bovi, M. (2024, July 24). 7 essential principles of constructivist learning theory every teacher should know - teachfloor blog. RSS. https://www.teachfloor.com/blog/constructivist-learning-theory

Gagne’s nine events of instruction: Center for Innovative Teaching and learning. Northern Illinois University. (n.d.-a). https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Will, M., & Najarro, I. (2025, June 9). What is culturally responsive teaching?. Education Week. https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04