Module 1

Flexibility in Presentation of Content Through Universal Design

1A. Graphic Organizers

Why Use Graphic Organizers?

Research indicates that students remember: 10% of what they hear 80% of what they see and do

The purpose of graphic organizers is to create a mental picture of information that makes retrieval easier.

Graphic Organizers - Delivery

Graphic organizers can be delivered in a number of ways: Chalk, easels, or poster boards Power Point presentations Overheads with marker pens Butcher block paper taped to the wall Large sticky notes pasted to wall or board

The teacher may hand out partially completed organizers and have students fill in blanks

Teachers may ask students to hand in completed organizers at the end of class

Introducing Students to Graphic Organizers Teachers should describe the graphic organizer and how it will

help all students learn better by:

1. Connecting the information to what they already know

2. Describing the content and why it is important

3. Identifying key concepts

4. Showing the relationship between these key concepts

5. Identifying what questions the students will need to be able to answer from the unit or lesson

6. Identifying the tasks that the students will be expected to participate in or complete

The teacher can use this process to introduce the course, the unit, and/or the lesson. The following slide shows how this process would look for a unit

Graphic Organizers – the Content Enhancement (SIM) Approach Content Enhancement is a graphic organizer

that was designed by the University of Kansas Center for Research on Learning (Deshler & Shumaker, 2005)

This graphic organizer can be used to introduce students to the: (a) course, (b) the unit, (c) each lesson, or (d) specific problem solving or categorizing activities

The following graphic organizers are adapted from this Content Enhancement approach

6. The Key Concepts

3. Last Unit: 1. Current Unit: 4. Next Unit:

5. Big question:

2. Is about: 2. Is about:

7. Self-test questions 8. Unit Schedule

Unit Organizer Matrix Date:

So what would this graphic organizer look like for this module?

GraphicOrganizers

Unit and Lesson

Organizers

Auditory EnhancementsComics and

Graphic Novels

6. The Key Concepts

3. Last Section: Introduction

1. Current Module:Universal Design

4. Next Module:Engaging Students

5. Big question: How do we make our presentations accessible to as many students as possible?

2. Is about: 2. Is about:

7. Self-test questions

1. How are graphic organizers delivered?2. What is the purpose of the first three steps in the

Lesson Organizer3. Why are key concepts often different than

competency descriptors?4. How can comics and graphic organizers be used?5. What is a “sound field” and why is it important for

learning?

8. Unit Schedule

1. Lecture 2. Demonstration of graphic organizers3. Discussion of comics and graphic novels4. Discussion of auditory enhancements5. Group activity in developing a graphic organizer for

a lesson that is based on CTE competencies.

Graphic Organizer for CTE in Mixed-Ability Classrooms-Module 1

1.A.2. Mapping a Career Tech Unit using a Graphic Organizer

THE CULINARY AND FOODSERVICE OPERATIONS PATHWAY HAS THE FOLLOWING UNITS (Note: This Entire Pathway Could Also be Mapped)

14. Introduction

15. Safety and Sanitation

16. Management Operations

17. Information Technology

18. Customer Relations and Quality Services

19. Side Work

20. Nutrition and Menu Development

21. Equipment

22. Food Preparation Basics

23. Pantry Chef

24. Main Entrees

25. Stocks, Soups, Sauces and Gravies

26. Bakery Products and Desserts

We are going to map the unit on safety and sanitation

Unit 15- “Safety and Sanitation” contains six competencies or key concepts

Unit 15: Safety and Sanitation 15.1 Examine safety procedures. 15.2 Maintain compliance with health

codes. 15.3 Practice sanitation duties. 15.4 Control pests. 15.5 Follow the hazard analysis critical

control point (HACCP) system. 15.6 Maintain a safe work

environment.(Note: Garbage Disposal and Safe Work Environment Combined)

Health Codes(15.2)

Sanitation Duties(15.3)

Hazard Analysis

(15.5)

Safety Procedures

(15.1)

Safe Work Environment

(15.6)Control Pests(15.4)

6. The Key Concepts

3. Last Unit:Introduction to Culinary Arts

1. Current Unit:Safety and Sanitation(15.0)

4. Next Unit:Operations and management

5. Big Question:

2. Is about: 2. Is about:

7. Self-test Questions

1. What are common causes and what safety procedures can prevent them?

2. What are common health violations that need to avoided; who enforces them?

3. What are the sequence and schedule of common sanitation and pest control procedures?

4. What does the acronym FATTOM stand for and how is it used in hazard analysis?

5. Name the major characteristics of a safe work environment and how they can be encouraged?

8. Unit Schedule

Date - Activity10/1 - Unit 15.110/8 – Unit 15.210/13 – Paper onSchool health codes10/16 - Unit 15.310/21- Paper-InterviewCustodian10/24 -Review10/25-Mid Term Test

Unit Organizer: Safety and Sanitation Date: 00/00/0000

Date – Activity10/26 – Unit 15.411/7 – Pest Report11/7 – Unit 15.511/13 – Quit 15.5 11/17 – Unit 15.612/1 – Review12.4 – Hazard Analysis Report12/5 – Final Test

Keeping people from getting sick or hurt preparing food

What are the threats to health and safety in culinary arts and how do we prevent them?

1.A.3. Developing a Graphic Organizer for a Lesson

Mapping a Lesson

Follows the same steps as the unit organizer For Step 6 “Key Concepts” the teacher may

want to distill key concepts rather than simply using competency descriptors because: Competency descriptors are designed to be

comprehensive, but not necessarily easy to remember

For some units the competency descriptors may be too numerous to remember

For Step 8, tasks do not need dates

6. The Key Concepts

3. Last Competency: 1. This Competency: 4. Next Competency:

5. Big Question:

2. Is about: 2. Is about:

7. Self-test Questions 8. Tasks

LESSON ORGANIZER MATRIX DATE: 00/00/0000

Mapping the Hazard Analysis Competency Competency 15.5: Follow the hazard analysis critical control point (HACCP) system. Descriptors: 15.5.1 Identify reasons that many common foods are potentially dangerous. 15.5.2 Explain how time and temperature affect microorganism growth. 15.5.3 Distinguish among food poisoning, chemical poisoning and food infection. 15.5.4 Identify hazards related to food additives (e.g., monosodium glutamate (MSG). 15.5.5 Explain biological hazards (e.g., bacteria, viruses, parasites). 15.5.6 Summarize physical hazards (e.g., glass fragments, staples). 15.5.7 Describe chemical hazards (e.g., cleaning agents, pesticides). 15.5.8 Identify and comply with standards established for the safe heating, reheating and cooling of foods. 15.5.9 Describe good personal hygiene and how it affects food safety. 15.5.10 List the steps in proper hand washing. 15.5.11 Categorize and describe the microorganisms that cause food borne illnesses. 15.5.12 Identify and list ways that chemical and physical hazards can contaminate food. 15.5.13 Distinguish between situations in which contamination and cross-contamination can occur. 15.5.14 List the conditions under which bacteria multiply rapidly, and use the letters FATTOM (food, acidity, time, temperate,

oxygen, moisture). 15.5.15 Define the food temperature danger zone and list temperatures that fall within that zone. 15.5.16 Differentiate among types of thermometers and demonstrate how to use them. 15.5.17 List the seven major steps in a HACCP food safety system. 15.5.18 Outline proper procedures that include use of proper tools and equipment for receiving, storing, preparing, cooking, holding,

cooling, reheating and serving food. 15.5.19 Compare the different types of storage areas found in a culinary and foodservice operation. 15.5.20 Define the difference between clean and sanitary. 15.5.21 Practice procedures for cleaning and sanitizing tools and equipment. 15.5.22 Maintain proper records. Correlated English Language Arts Academic Content Benchmarks Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12) Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

(Reading Process B, 8-10; Reading Process B, 11-12) Correlated Science Academic Content Benchmarks Explain how processes at the cellular level affect the functions and characteristics of an organism. (Life Sciences A, 11-12)

Mapping a Lesson Step 1 – Current lesson (or competency) is “safety and sanitation”

Step 2 – In student words this lesson is about “keeping food safe”

Steps 3 and 4 show the previous, competency was “controlling pests” and the next competency is “safe work environment”

Step 5 shows how these competencies fit together by asking the big question, “How do we keep people safe and healthy?”

Step 6 shows the key concepts for the safety and sanitation unit. (In this case the 22 competency descriptors have been boiled down to six key concepts.)

Step 7 shows what students should know by the completion of this unit.

Step 8 shows the tasks that will teach students these competencies

Food Storage

and Safety Proper

Hygiene

Safety Equipment

Causes of Food

Problems

Record Keeping

Clean Work Site

6. The Key Concepts

3. Last Competency:Control Pests(15.4)

1. This Competency:Following the hazard analysissystem(15.5)

4. Next Competency:Safe Work Environment(15.6)

5. Big Question: How to keep food safe to keep people healthy?

2. Is about: Keeping food safe2. Is about: Keeping food safe

7. Self-test Questions1. What are the causes of most food problems?2. How does proper food storage prevent problem?3. What does the acronym FATTOM stand for?4. What is the proper procedure for hand washing?5. What chemicals are used in cleaning?6. What chemicals are poisoness?7. How should dangerous chemicals be stored?8. What records should be maintained?

8. Tasks1. Read section on causes of food problems.2. List solutions for 2 major food problems.3. Develop a chart showing FATTOM and definitions4. Develop a checklist for hand washing5. Read section on cleaning solutions6. As partners develop a checklist for proper kitchen

maintenance.

Lesson Organizer: Following Hazard Analysis System(15.5) Date: 00/00/0000

1.A.4. Using Comics and Graphic Novels

Using Comics and Graphic Novels

Comics and graphic novels can be useful in illustrating a concepts or the steps of a task Programs at www.makebeliefscomix.com and

Comic Life at www.plasq.com. Comics can be useful for students with

reading problems or intellectual disabilities Comics can also be helpful to depict “social

stories” to prepare persons with autism for upcoming events.

Figure 5. A graphic depiction of the importance of hand washing

1.B. Auditory Enhancements

Auditory enhancements to improve verbal decoding “Sound fields” can be helpful for all students by:

Filtering out background noise Compensating for bad acoustics Providing good listening in all parts of the room Providing enhancements to students with hearing loss

Components of sound fields Speakers are positioned in four corners of room Teacher uses a FM microphone Students with hearing impairments may also be

provided with a FM headset receiver

GROUP EXERCISE FOR MODULE 1:

Identify a competency and its descriptors from the technical standards document and develop a graphic organizer which addresses all eight steps. Divide into groups of 4-6 persons Identify a leader to report out and keep the

group on time Identify a recorder with good writing skills Follow the eight step process using the poster

board Remember to engage your group like you would

your students especially for steps 2, 5, and 6