IDT 201 Theory of Instructional Design: Final Project

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Cooking Lessons: 30 Minute Meals for Busy Adults

IDT 201 Final Project
Heather Abbott
Post University
IDT201 Theory of Instructional Design

Learner Analysis Learner Characteristics Checklist
2013 Dr. Linda Kaiser, Post University, Waterbury, CT
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Introduction
Every day, millions of adults face the challenges of leading busy
lifestyles. Acquiring the skillsets to prepare a healthy and delicious meal, in
only thirty minutes, is a valuable and desirable attribute to have. I am
hoping that my project will be very well received by my learners so that
their lives will become a little more stress free. When designing the course, I
wanted it to be fun and positive experience for my audience. I feel that the
cooking lessons encourage active engagement in the creative cooking
process. The course is also designed to have plenty of support so my
students never feel that they are on their own. I feel confident that my
learners will achieve the intended outcomes of the course. There are several
different platforms that my audience can turn to for guidance that apply out
to audio, visual, and kinesthetic learning styles. Some of these platforms
include the video demonstrations, the online discussion boards, the weekly
group meetings, and the hands-on meal preparation. The most prominent
implementation barrier that I envision for this project is keeping my
audience self-motivated enough to truly be honest about how well they are
learning. The idea behind this cooking class is that my students are taking it
for self-improvement, so there are few extrinsic motivators. Honesty plays a
major role in the course. One way students are going to apply what they are
learning is by preparing meals in the privacy of their own homes. It is the
responsibility of the student to be honest about how well the preparation
went. If students lose their intrinsic motivation to be honest about their
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progress, the odds of them being fully successful with the course are slim. To
combat this barrier, it is imperative for the course to provide a safe
discussion environment that openly supplies motivation, problem solving
ideas, and other forms of guidance for all of the students.
Over the past couple of weeks, all of the material that I have learned
in this course has been really interesting. I have enjoyed learning about how
all the steps of instructional design work together as an efficient machine.
One of my favorite parts of the course was learning about audiences. It will
be very useful in the future to know that not everybody learns in the same
way, and that before you begin designing your instruction, you should
gather information about who your audience will be. I think the most
exciting learning experiences from this course involve the three small
projects and the process of putting them all together for the final project. It
was challenging, but overall satisfying, to apply what I have been learning
towards something that could be used as an actual instructional piece.
These projects evoked a lot of careful thought and I feel that they
strengthened my learning experience for this course. I would not say that I
am necessarily struggling with any aspects of the instructional design
process that have been introduced over the past eight weeks. That being
said, I feel that there is always room for improvement and the necessity to
learn more. This course was the first that I have ever taken that deals with
instructional design. Therefore, all of the concepts that I have learned so far
are very new to me and I am definitely interested in learning more. I am
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curious to learn more about different models associated with instructional
design. Eventually, I want to build a solid understanding of different
instructional design models to be at a point where I can determine which
ones work best for different situations.

LEARNER CHARACTERISTICS CHECKLIST

This cooking class is being developed to educate busy adults on how to
prepare fast and healthy dinners for themselves and/or for their families.
1. Cognitive Characteristics:
It is anticipated that students participating in this activity will have the
sufficient visual literacy to understand the graphics presented to them. For
example, some diagrams will explain how to prepare different ingredients for
different recipes. Students are expected to be able to reference the
diagrams which will assist with their instruction.
Students in this class maintain adequate computer literacy skills to learn
from instruction. They have the basic ability to navigate the Internet in order
to find lesson presentations, videos, and links which are needed for
instruction. They all have prior experience in using tablet computers as well.
These devices can also be used for class as an alternative for students who
do not own a desktop computer or laptop.
Students are expected to already have a basic knowledge of cooking.
They have prior experience cooking very simple meals. Students can
identify basic cooking tools and ingredients. The audience is also expected
to have basic math skills, including proficiency in fractions, multiplication
and division.
2. Personality Characteristics:
Students taking this class have a strong motivation to learn healthy and
fast dinners. Many are seeking to learn cooking skills that will make their
evenings easier after a long day at work. Some of the students are also
motivated by being able to provide themselves, and their families, a
healthier lifestyle.
It is determined that the students are very open to the instructional goal.
Students sign up for lessons for personal improvement, therefore indicating
that learning to cook fast and healthy meals is something that they want to
do.
Some students lack confidence about their cooking abilities. Since
students have only very basic cooking skills they are unsure about taking
their culinary abilities to the next level. While they are open towards
learning, prior bad experiences have left them apprehensive about what
they can do. Lesson design and instruction will need to be supportive and
encouraging for weary students.
3. Social Characteristics:
Students are welcoming towards open discussion and positive critique
from fellow classmates. They are willing to hear what the instructor and
other students have to say about their progress. Students are prepared to
do their assignments independently.
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It is anticipated that students will follow instructions. They are well aware
that there are safety hazards in the kitchen, which will help them stay
focused in class. Students in the class will have an appropriate maturity
level to take instructions seriously.
Students taking this class have the ability to purchase necessary lesson
items. Some of these items include cooking ingredients and tools. The
lesson will be affordable for all students. Most students have the necessary
cooking tools at home, and needed items and ingredients can be found at a
low cost.
The majority of students work in various fields of employment. Some
work full-time, while others work part-time. All students have at least a high
school degree. Some are currently taking classes on-campus and online at
different colleges in the area. These two characteristics mean that time
management will be important factor in lesson development. Even with busy
schedules, students will be able to briefly meet once a week to share the
new meals which they have learned.
4. Physical Characteristics:
Students will be able to visually see what they are working on. The lesson
will be presented in an online format, however students will be able to
visually determine different aspects of cooking. Some of these aspects
include measuring, cutting, and determining if food is cooked enough.
Students will have the ability to work with their hands. Kinesthetic
learning will be part of the lesson since students will making meals at home.
It is determined that students will be able to handle different cooking
utensils and tools appropriately.
It is expected that students attention and energy levels may be low since
the class will take place in the evening. Students will have worked and/or
went to school on any given day, so they may be fatigued during lesson
time. However, they should have the energy to participate in the learning
process.
Needed Information:
For safety measures, food allergy information will be required for the
development of these cooking classes. This information be collected through
student surveys so that lesson plans can be modified for the benefit of the
entire class. This information will be mandatory, and students will not be
able to participate if they do not disclose the appropriate information.

Objectives and Tasks Worksheet

LEARNING OBJECTIVES
Objective 1
Provided with proper cleaning equipment and instructions, students will
demonstrate the importance of food safety by sanitizing a cooking surface
with no errors.
A (Audience) Students
B (Behavior) Demonstrate the importance of food safety by sanitizing a
cooking surface
C (Condition) Provided with proper cleaning equipment and instructions
D (Degree) With no errors.
Objective 2
Provided with a recipe and video demonstration, students will prepare a
meal within thirty minutes.
B (Behavior) Prepare a meal
C (Condition) Provided with a recipe and video demonstration
D (Degree) Within thirty minutes
Objective 3
After acquiring different kitchen tools for their homes and reading about how
they are used, students will demonstrate different kitchen techniques by
using those tools accurately 9 times out of ten and also without any injury.
B (Behavior) Students will demonstrate different kitchen techniques by
using those tools
C (Condition) After acquiring different kitchen tools for their homes and
reading about how they are used
D (Degree) Accurately 9 times out of ten and also without any injury
Objective 4
Given a reference guide and demonstration, students will cook different
types of meat to a safe consumption temperature without overcooking the
final product.
B (Behavior) Cook different types of meat
C (Condition) Given a reference guide, recipe, and demonstration
D (Degree) To a safe consumption temperature without overcooking the
final product
TASK ANALYSIS
Project Title/Topic: Cooking Lessons: 30 Minute Meals for Busy Adults
Objective
Tasks/Skills/Steps
Provided with proper Review all steps for cleaning
cleaning equipment instructions.
and instructions,
students will
demonstrate the
importance of food
safety by sanitizing
a cooking surface
with no errors.
Tools (if needed)

Website references
Remove any objects from work

surface.
Gather cleaning materials.
Paper towels,
antibacterial kitchen
spray
Twist the tip of the antibacterial Antibacterial kitchen
kitchen spray nozzle to the
spray
spray position
Point the tip of the antibacterial Antibacterial kitchen
kitchen spray into the direction spray
of the work surface.

Provided with a
recipe and video
demonstration,
students will
prepare a meal
within thirty
minutes.
Squeeze the antibacterial

kitchen sprays lever to apply
the cleaning product onto the
work surface.
Repeat two to four times,
making sure the entire work
surface is lightly coated.
Let the cleaning product sit for
at least thirty seconds.
Rip off a piece of paper towel
along the perforated edges.
Fold the paper towel in half to
create a long rectangle.
Fold the paper towel in half
again to create a square.
Wipe down the entire work
surface with the folded paper
towel in a circular, clockwise
pattern.
Throw the paper towel into the
garbage.
Twist the tip of the
antibacterial kitchen spray
nozzle to the off position
Wash your hands with soap and
warm water for thirty seconds
in order to remove any cleaning
product from hands.
Allow work surface to dry
before cooking.
Review recipe and video
demonstrations.
Antibacterial kitchen
spray
Ensure that there is a sanitized

working environment.
Wash your hands for thirty
seconds with soap and warm
water.
Preheat the necessary cooking
appliance (if applicable).
spray, paper towels
Sink, soap, water
spray
Stop watch or clock
Paper towel
Paper towel
Paper towel
Paper towel
Paper towel,
garbage pail
spray.
Sink, soap, water.
Website references,
recipe
Recipe, oven, stove

top, grill, etc.

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Gather necessary ingredients.
Different types of
food, spices,
Gather necessary cooking
Recipe, cutting
tools.
boards, knives, pots,
pans, measuring
cups, etc.
Prepare non-meat materials for Recipe, ingredients,
cooking according to the recipe. cooking tools
For example, cut up
vegetables, measure out
spices, etc.
Wash your hands again with
Soap, water
soap and warm water for thirty
seconds.
Prepare meat for cooking
Recipe, ingredients,
according to the recipe (if
cooking tools
applicable).
Wash your hands with soap and Soap, water
warm water for a third time for
thirty seconds.
Begin cooking food according
Recipe, kitchen tools
to the recipes instructions.
Immediately set a timer for the Recipe, kitchen
amount of time that is stated in timer
the recipe.
Keep an eye on the food. For
Kitchen tools,
example stirring or flipping
kitchen timer
when necessary as it states in
the recipe.
When the kitchen timer makes Kitchen timer
a loud sound, turn it off.
Put oven mitts onto your hands Oven mitts
to protect them from any heat
source (if applicable).
When food has cooked
Oven mitts, recipe
according to the recipe, safely
remove it from a heat source (if
applicable) and place on a
heat-safe surface.
Check the foods temperature
Food thermometer
with a food thermometer (if
applicable).
Remove the oven mitts from
Oven mitts
your hands (if applicable).

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Turn off the heat source (if
applicable).
Let food cool for five to ten
minutes before plating.
Plate food.
After acquiring
Review safety measures and
different kitchen
instructions for the kitchen tool.
tools for their homes
and reading about
how they are used,
students will
demonstrate
different kitchen
techniques by using
those tools
accurately 9 times
out of ten and also
without any injury.
Given a reference
guide and
demonstration,
students will cook
different types of
meat to a safe
consumption
temperature without
overcooking the
final product.
Kitchen timer
Plate, bowl, kitchen
utensils, etc.
Website references
Wash your hands with soap and Soap, water, sink

warm water for thirty seconds.
Gather the kitchen tool(s) that Kitchen tool(s)are needed.
Knife, cutting board,
etc.
Gather prewashed ingredient(s) Cooking ingredients
that are needed.
Use the kitchen tool according
Kitchen tool(s)
to instruction. For example hold cooking
the instrument a certain way,
ingredient(s)
angle it a certain way, slice the
food a certain way, etc.
Set the prepared food aside in
Bowl, ingredients
a bowl to use later in cooking.
Review reference guide, recipe, Website references,
and cooking demonstration.
recipe

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Identify the type of meat that is
going to be cooked.
Using the reference guide,
identify the appropriate
consumption temperature.
Wash your hands for thirty
seconds with soap and warm
water.
Preheat the cooking appliance
according to the recipe.
Prepare the meat according to
the instructions in the recipe.
Wash your hands with soap and
warm water for thirty seconds.
Place the meat on the
preheated appliance using
proper utensils.
Immediately set a kitchen timer
according to what is stated in
the recipe.
Cook the meat according to the
instructions in the recipe.
When the kitchen timer makes
a loud sound, turn it off.
Put oven mitts onto your hands
(if necessary).
Remove the meat from the
heat source.
Place the meat onto a heat-safe
surface.
Identify the thickest part of the
meat.
Stick the meat thermometer
halfway into the thickest part of
the meat.
Make sure the temperature of
the meat is safe for
consumption by using the
reference guide.
If the meat temperature is NOT
safe for consumption, place the
meat back onto the heat source
and repeat the last six steps,
setting the timer for 3 minute
intervals until the meat is done.
Website references
Soap, water
Recipe, Oven, stove
top, grill, etc.
Recipe
Soap, water
Kitchen tools, oven,
stove top, grill, etc.
Kitchen timer
Recipe
Kitchen timer
Oven mitts
Oven mitts
Oven mitts
Meat thermometer
Meat thermometer,
reference guide
Meat thermometer,
kitchen timer, oven
mitts.

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Let the cooked meat rest for
five to ten minutes on the heatsafe surface.
As the meat rests, turn off the
heat source.
Plate food.
Plate, kitchen tools

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Learning Assessment
.
Learning Objective
Provided with proper
cleaning equipment and
instructions, students will
demonstrate the
importance of food safety
by sanitizing a cooking
surface with no errors.
Activity/Assessment
Task 1: Students will watch an online video that
demonstrates proper sanitizing techniques and
information on food safety.
Task 2: Students will practice proper sanitation

techniques and food safety at home.
Task 3: Students will participate in an online group
discussion
Task 4: Students will attend a mandatory group
meeting to discuss, practice, and review food
safety.
Task 4: Students will take an online quiz to
demonstrate their understanding of food safety
Provided with a recipe and
a video demonstration,
students will prepare a
meal within thirty minutes.
Task 1: Students will review an online recipe which

will be given to them weekly.
Task 2: Students will watch an online video

demonstration on how the recipe is prepared.
Task 3: Students will participate in online discussion
regarding the recipe.
Task 4: Students will prepare the meal at home,
recording the time it takes them to complete the
task from start to finish.
Task 5: Students will share the prepared meal at a
weekly group meeting to discuss and receive
feedback from the instructor and peers.
After acquiring different
kitchen tools for their
homes and reading about
how they are used,
students will demonstrate
different kitchen techniques
by using those tools
Task 1: Students will review online readings and

videos describing how different kitchen tools are
used.

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accurately 9 times out of
ten and also without any
injury.
regarding the tools that they are using.
Task 3: Students will practice using the kitchen
tools at home.
Task 4: Students will prepare a meal at home using
the appropriate kitchen tools.
Task 5: Students will bring the prepared meal to a
feedback from the instructor and peers in regards
to how well they used the kitchen tools.
Given a reference guide and
demonstration, students
will cook different types of
meat to a safe consumption
temperature without
overcooking the final
product.
Task 1: Students will review online readings, a

reference guide, and video demonstration on how
to cook meals to a safe consumption level.

regarding the ways you can tell if food is done.
Task 3: Students will prepare a meal at home and
use the information that they have learned to
determine when their food is cooked.
Task 5: Students will bring the prepared meal to a
feedback from the instructor and peers

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Project Grading Rubric

Criteria
Food Safety
Cook Time
Kitchen Tools
Level of Done
Incomplete
1. Receiving a 16
out of 20, or lower,
on the food safety
quiz.
2. Less than three
quality posts
towards the online
discussion
regarding food
safety.
3. Did not attend
Food Safety
group meeting
1. Prepared 6 (or
less) out of 10
meals within thirty
minutes for each
recipe.
2. Less than three
quality posts
towards the online
discussion
regarding the
recipe each week.
3. Missed two or
more meal
sharing group
meetings.
1. Used kitchen
tools accurately
less than 6 times
out of 10.
2. Less than three
quality posts
towards the online
discussion
regarding kitchen
tools each week.
3. Suffered 2 or
more injuries using
kitchen tools.
1. Less than three
Partially
Complete
1. Receiving either
a 17/20 or an
18/20 on the food
safety quiz.
2. At least three
quality posts
towards the online
discussion
regarding food
safety.
3. n/a
1. Prepared 7 to 8
meals within thirty
minutes for each
recipe.
2. At least three
quality posts
towards the online
discussion
regarding the
recipe each week.
3. Missed one
meal sharing
group meeting.
1. Used kitchen
tools accurately 7
to 8 times out of
10.
2. At least three
quality posts
towards the online
discussion
regarding kitchen
tools each week.
3. Suffered 1 injury
using kitchen
tools.
1. At least three
Fully Complete
1. Receiving at
least a 19/20, or
higher, on the food
safety quiz.
2. Four, or more,
quality posts
towards the online
discussion
regarding food
safety.
3. Attended Food
Safety group
meeting.
1. Prepared 9 to 10
meals with in
thirty minutes for
each recipe.
2. Four, or more,
quality posts
towards the online
discussion
regarding the
recipe each week.
3. Did not miss
any meal
sharing group
meetings.
1. Used kitchen
tools accurately 9
times out of 10.
2. At least three
quality posts
towards the online
discussion
regarding kitchen
tools each week.
3. Did not suffer
any injuries using
kitchen tools.
1. At least three

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quality posts
towards the online
discussion
regarding safe
consumption
temperature.
2. Two out of the
ten meals were
undercooked.
3. Four or more
meals were
overcooked.
quality posts
towards the online
discussion
regarding safe
consumption
temperature.
2. One out of the
ten meals was
undercooked.
3. One to three
meals were
overcooked.
quality posts
towards the online
discussion
regarding safe
consumption
temperature.
2. All ten meals
were not
undercooked
3. All ten meals
were not
overcooked.


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Cooking Lessons: 30 Minute Meals for Busy Adults

IDT201 Theory of Instructional Design

IDT201 Theory of Instructional Design

LEARNER CHARACTERISTICS CHECKLIST

IDT201 Theory of Instructional Design

Objectives and Tasks Worksheet

Tools (if needed)

Remove any objects from work

IDT201 Theory of Instructional Design

Squeeze the antibacterial

Ensure that there is a sanitized

Recipe, oven, stove

IDT201 Theory of Instructional Design

IDT201 Theory of Instructional Design

Wash your hands with soap and Soap, water, sink

IDT201 Theory of Instructional Design

IDT201 Theory of Instructional Design

IDT201 Theory of Instructional Design

Task 2: Students will practice proper sanitation

Task 1: Students will review an online recipe which

Task 2: Students will watch an online video

Task 1: Students will review online readings and

IDT201 Theory of Instructional Design

Task 1: Students will review online readings, a

Task 2: Students will participate in online discussion

IDT201 Theory of Instructional Design

Project Grading Rubric

IDT201 Theory of Instructional Design

IDT201 Theory of Instructional Design

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