This document summarizes Annie Little's experience shadowing a Culinary CTE class. The summary includes:
1) Annie observed a 3-hour Culinary CTE class taught by Brenda Williams and learned about her teaching strategies, which focused more on hands-on learning than lectures.
2) Brenda spent about an hour delivering content and vocabulary before having students make spaghetti from a provided recipe. Annie helped students and asked them questions.
3) After class, Brenda shared resources for lesson planning and gave Annie advice for becoming a teacher.
This document summarizes Annie Little's experience shadowing a Culinary CTE class. The summary includes:
1) Annie observed a 3-hour Culinary CTE class taught by Brenda Williams and learned about her teaching strategies, which focused more on hands-on learning than lectures.
2) Brenda spent about an hour delivering content and vocabulary before having students make spaghetti from a provided recipe. Annie helped students and asked them questions.
3) After class, Brenda shared resources for lesson planning and gave Annie advice for becoming a teacher.
This document summarizes Annie Little's experience shadowing a Culinary CTE class. The summary includes:
1) Annie observed a 3-hour Culinary CTE class taught by Brenda Williams and learned about her teaching strategies, which focused more on hands-on learning than lectures.
2) Brenda spent about an hour delivering content and vocabulary before having students make spaghetti from a provided recipe. Annie helped students and asked them questions.
3) After class, Brenda shared resources for lesson planning and gave Annie advice for becoming a teacher.
This document summarizes Annie Little's experience shadowing a Culinary CTE class. The summary includes:
1) Annie observed a 3-hour Culinary CTE class taught by Brenda Williams and learned about her teaching strategies, which focused more on hands-on learning than lectures.
2) Brenda spent about an hour delivering content and vocabulary before having students make spaghetti from a provided recipe. Annie helped students and asked them questions.
3) After class, Brenda shared resources for lesson planning and gave Annie advice for becoming a teacher.
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Annie Little
Brigham Young University – Idaho
Brigham Young University – Idaho Rexburg, Idaho FCCLA National Region Teach and Train Table of Contents:
FCCLA Planning Process Summary
Career Exploration Summary Self-Assessment Document Shadowing Reflection Lesson Plan Evidence of Previous Presentation Works Cited Classroom Observation
In the short amount of time that I was able to go observe the classroom, I was able to learn so
much from how the teacher taught, being able to ask her questions, and the teacher talking to me giving
me advice after class. I went and observed a Culinary CTE class in Idaho Falls with Brenda Williams, on
January 25, 2017. I wanted to go to a class that could teach me the process of teaching then giving a lab
in the culinary or sewing classes. The class was three hours long with it being a CTE class, and I learned a
lot. When I walked into the room, it was a really big room for a culinary cooking room that I have seen
compared to most, and it was very inviting with a lot of cookbooks on top of the shelves, walls
decorated with culinary terms, and a calendar in the front of what they would be doing ad cooking that
month so the students had something to look forward to.
Mrs Williams started with giving some instructions of content with vocabulary and I could tell, it
was at times hard for the students to stay focused and on task, however she was able to manage it very
well. She did a good job with keeping them on task and bringing them back, knowing they were getting
antsy to go cook. When delivering the content, she had all the words like she wanted to have them write
it down on separate pieces of laminated slips of paper and as she would tell them about the words, she
would give a story to help them remember the order and talk about what it was. It was a good idea of
how to teach them the content even though they had a hard time sitting through it. I was able to ask her
about how much time she spent teaching them with content and giving them time to cook, and she said
that the students have a really hard time with the power points or slides and speeches that some
teaches do so having a lot of the hands on and activities was best to help them learn and get them up
and about. With this class, because it was so long, she spent a little less to or an hour delivering the
content with vocabulary and preparing them for an upcoming test, and then she had a recipe printed
out for them and told them to follow the directions and let them loose. This was a pretty advanced
cooking class, so they were good about getting right to work, staying focused, doing their work, but still having a good time while learning. She showed them how to use a spaghetti maker that was on the
table, and how thin to roll the dough out before rolling out the spaghetti. It wasn’t long though before I
was put right to work add an extra set of hands which I didn’t mind if the students needed the help and
wasn’t hindering their learning.
While I was observing the students cook, she wanted me to help out which I was happy to do so
and she also said if I was comfortable that I could talk to the kids as well. I walked around a couple of
times not trying to be in their way and just asked how they liked the class, not really knowing what to
ask the students at the time as they were cooking and talking with their friends. When there was time
and things were calm, I asked the teacher a couple questions here and there, and after class, she
showed me what she uses to takes attendance, and to keep updated on the grades. She also showed me
some great resources online of where I could go to find activities to teach certain things that the
students would need to know within the year, and ideas I could use or if I wanted to modify it I could.
She was very helpful and I learned so much from going and it was a great experience! Questions and Answer with Mrs. Williams
- What was the school’s mission statement?
- What were the curriculum standards or guidelines? - What was the career of training/teaching? - What would be the best advice to a new teacher or potential trainer/teacher? - Why did you choose the presentation strategies methods that were used? - How did they choose the activities? - If there were different learning styles, how did they address those needs? Career Exploration What are the qualifications for an FCS education career? - A bachelor’s degree in FCS Education is needed for those considering to work in the related field as well as a teacher certificate or licensure in FCS Education after your student teaching experience. - A master’s degree is recommended for those wanting to teach in upper division education. - Colleges and universities like you to have a doctorate. Skills needed for this career? - Be creative, patient, knowledgeable, and dependable. - It is important to be able to gain the students trust, so they will turn to you for help, inspire their confidence, and encourage them to excel. - You should be able to work with children from diverse backgrounds and cultures. - Need to be able to work in a variety of different areas, including culinary arts, fashion design and merchandising, child development, and interior design. What is your ideal education/training career? - I would like to begin teaching in either a middle school, or high school culinary classes, or fashion marketing class. - Later on, I would love to run my own business teaching kids the fun and joy of creating as I teach them how to sew and cook. What is my current and future job outlook for this career? - There is such a need for Family and Consumer Sciences teachers, that I will have a great chance of being hired once I graduate with my bachelor’s degree in this field. - This is my passion and I want to share that with others as they find the joy in this field as much as I love it too. Who could be my mentor and other measures to take to ensure a long enjoyable experience? - I have many people helping me along the way, but one that can particularly be my mentor is one my teachers I have now, Mrs Chavez. She is happy to help in whatever way possible to help me reach my goals of becoming an FACS teacher. What are the entry-level positions and opportunities for professional advancements in this career field? - Teaching in a high school, or middle school class, run a day care, school counselor, Public Health Programs and Services, Advocate/Lobbyist for families and well-being, and Youth Development Programs just to name a few. Career Exploration Summary Self-Assessment Shadowing Reflection Lesson Plan Evidence of Prior Presentations Works Cited Works Cited Distance Education for FCS Education Degrees – American Association of Family and Consumer Sciences (AAFS) http://www.aafcs.org/DevelopmentCenter/onlineFCSEDdegrees.asp
“Family and Consumer Sciences Career Opportunities.” Pp. 1-2.,
1. Why are you personally interested in this career?
• As I have been studying Family and Consumer Sciences, I have realized that this profession is in a great need in the U.S. This profession is a great way to help them learn basic skills they will use in their everyday life like public speaking, working with others, and being creative in the process.
2. What personal skills and learning style do you have that indicate that you might be suited for this career choice? • I am a very hands on and visual learner as I have to experience it for me to be able to fully understand the concepts. And with this major, there is a lot of hands on learning that one can experience as I want that same learning style for my students. I am a very loving person who reaches out to those who need extra help. I am a happy person, loves learning new things as learning never ends.
3. Describe what appeals to you about a career in education or training?
• What appeals most to me is the ability to be creative every day in my field as I teach students the joys of doing the same. I love being well rounded and learning about so many topics and this is a field that allows me to do so. I can do what I love, while teaching and working with kids which is also one of my loves.
4. What other aspects of your self - assessment have you considered?
• I have considered what it will take to be a teacher and first establishing what I want my classroom to look like if I were to be observed by another teacher. I have considered different ways that I learn, as well as how I might help other students learn and love learning new ideas and concepts. I want students to be successful in my classroom and want them to enjoy learning as well as creating, feel comfortable with asking questions and not being afraid to make mistakes. I have been figuring out as I go and teach, what that would look like and feel like in an everyday classroom. My Teaching Experience
