Articulated, Performance-Based Instruction Objective Guide for Food

570 Pages·2007·9.27 MB·English

eir
DOCUMENT RESUME
ED 230 823
CE 036 372'
AUTHOR
Henderson, William Edwird, Jr.
TITLE
Articulated, Performance-Based Instruction Objective
Guide for Food Service/Food Service
Management.
INSTITUTION
Greenville County School District, Greenville,
S.C.;
Greenville Technical Coll., S.C.
SPONS AGENCY
.South Carolina Appalachian Council of Governments,
Greenville.
PUB DATE
May 83
CONTRACT
ARC-211-B
NOTE
578p.; For related documents, See ED 220 579-585,
CE
036 366-368, and CE 036 310-371.
PUB TYPE
Guides
Classroom Use - Guides '(For Teachers) (052)
Tests/Evaluation.Instrumepts (160)
EDRS PRICE
MF03/PC24 Plus Postage.
DESCRIPTORS
Articulation (Education); Behavioral Objectives;
Career Education; Competency Based Education;
*Cooking Instruction; Cooks; Criterion Referenced<
Vests; Curriculum. Guides; *Food Service; High
khools; *Managerial Occupalions;
Nutrition;
trition Instruction; *Occdpalional Home Economics;
4cupational Information; Secondary Education
ABSTRACT
Developed- during a project designed to provide
continuous, performance-based vocational training
at the secondary
and p9stsecondary levels, this instructional guide is intended
tO
helrteachers implement a lateral* and vertically
articulated
secondary level food service and food bervice
management program.
Introductory materials include descriptions of Food
Service I and II,
a discussjon of potential career opportunitiesv descriptions of
.
secondary and postsecondary food service and 'food service
management
programs, postsecondary course descriptions, a discussion of sample
tests provided in the guide, and suggested instructional time.
Twenty-eight units are provided for Food Service
(10 units) and II
I
(18 units). Topics include safety; sanitation;
terminology;
standardized recipes; eguipTent; utensils; job duties;
menu planning;
planning, organizing, and scheduling; serving of
foodsi seasoning and
condiments; food preparation; nutrition;.ordering, receiving,
and
inventorying; cost control and recordkeeping; preparing
for work; and
career opportunity, Suggested instructional time and task listings
'begin each unit. For each task in
a unit, some or all of the
following are provided: performance objectives,
performance actions,_
performance standards, recommended
sources, related technical
information, and other information the teacher might
need. A sample
proficiency report and exemption,test
are appended along with a set
of appendices which are relativelY'standard for the
items in this
sereis and a',set of outcome-referenced tests. (YLB)
***********************************************************************
Reproductions supplied by EDRS
are the best that can be made
ffom the original document.
***********************************************************************
FINAL DOCUMENT FOR ARTICULATION
OF
FOOD SEFICE/FOOD SERVICE
MANAGEMENT
Project No,
82-1361
Contract No.
ARC 21I-B
Wm'. Edward Henderson,
Jr.
'Coordinator, Occupational
Education Articulation
Program
The School District of
Greenville County
P. O. Box 2848
- 301 Camperdown Way
Greenville, South Carolina
29602
ARTICULATED, PERFORMANCE-BAUD
INSTRUCTION OBJECTIVE GUIDE
FOR
FOOD SERVICE/FOOD SERVICE
MANAGEMENT
US. DEPARTMENT OF EDUCATION
.1 E THIS
"PERMISSION TO REP-
NATIONAL INSTITUTE OF EDUCATION
GRANTED BY
MATERIAL HAS BEEN
EDUCATIONAL RESOURCESINFORMATION
CENTER 1E1310
Thm document has been reproduced 'las
recorved from the person or organization
onginating it
Minor changes have been made to improve
May, 1983
reproduction quality
RESOURCES
TO THE EDUCATIONAL:
Points of view; opinions stated in this docu
INFORMATION CENTER (ERIC)"
merit do not necessarily represent official NIE
position or policy
Occupational Education Articulation
program
of The School District
of Greenville County.
and Greenvige Technical
College
Funded in part by
SOUTH CAROLINA APPALACHIAN
COUNCIL OF GOVERNMENTS
.t
2
-4
I
ARTICULATED, PRFORMANCE-BASEt CURRICULUM GUIDE
THE SCHOOL DISTRICT OF GREENVILLE 'COUNTY
DR. J. FLOYD HALL
4
SUPERINTENDENT
.
DR. NORMAN MULLINS
ASSOCIATE SUPERINTENDENT FOR EDUCATIONAL DEVELOPMENT
MRS. DORIS CLANTON
DIRECTOR, INSTRUCTIONAL SERVICES
MR. 0. RICHARD
COTHRAN, JR.
CONSULTANT, VOCATIONAL EDUCATION
ARTICULATION GUIDE
THE SCHOOL DISTRICT
OF GREENVILLE COUNTY
AND
TECHNICAL COLLEGE
.
THE SCHOOL DISTRICT OF GREENVILLE COUNTY
VIP
GREENVILLE, ,SOUTH CAROLINA
REVISED 1983
3
-14
11.
4"
or
DISCRIMINATION PR011iTITED
- Title VI of the Civil Rights Act of 1964
states:
"No person in the Unite%
States, shall, on the grounds of
race,
color, or national origin,' be ,extluded
iri,
from participation
be denied
the benefit' of or .be subjec*ted
to `discrimination under any
program or
activity-xeceiving federal financial assistance."
Therefore, the
Projectis
Occupational Education Articulation
like all other programs
or
.
activities receiving financial assistance
from the Appalachian Council
of Governments, must Se operated
in compliance with this law.
The opinions expressed herein do
not necessarily reflect the position
or
policy of the Appalachian Council
of Governments and no official,
en-
dorsement by that ageiilcy should be inferred.
-
4
,
.A
P
.
1
410
.
')
BIAS STATEMENT
This articulated,
peiformance-based instruction guide-
has been developed
(
based upon the tasks (objectives)
and task actions (enabling
objectives).
important to the success of
entry level workers in the
The'
vocation.
objectives were derived from
task analysis and available
tasks lists
suchas V-TEC Catalogs.
Theystandards of performance
are those expected
by local businesses and
inbiatries for jbb
sUccess.
Test samples are
included to represent valid
and reliable
measures of the mastery of
objectives.
!
This articulated,
performance-based instruction
guide has been designed
to com#ly with the
.
requirements of PL 94-482
Edpcational Amendments of
1976, Tttle II, which is
intended to "...ensure
that...curricula do not
reflect stereotypes based
upon sex, race, or national origin..."
.,1
COPYRIGHTED DISCLOSURE 'STATEMENT
Every effort has been made
to 4ppropriately document
any copyrighted
material uses in this articulate',
performance-based instruction
guide.
The objectives and task'actions
irzthis guide were developed
or con-
tributed by task force
committee (t structor) participants
based on
their expertise and
,
on task lists tom resources
such as V-TEC Catalogs.
Standards included in this guide
ar
those identified by local
busi-
nesses and industries as important
the success of entry level
t
work-
ers.
Sample knowl*dge and performanc
tests are included for the
purpose of representing valid and
reli
le test items that
may be used
to measure mastery of objectives.
Test samples taken from
.texts or
woik loks typicalli
are those being use
locally and appropriate
docu-
men ation has been,included.
Wm. Edward Henderson,
Jr., Coordinator
Oacupational Education Articulation
Program
The School District of Greenville
County
ii
5
it
Henderson, Wm. 'Edward, Jr., ed.
Articulated, Performance-based
Instruc-
tion Guide for Food Service,
Greenville, SC:
The School District
'of Greenville County
(Occupational Education
Articulation Program
funded.by the South Carolina
Appalachian 'Council of Governments),
1983.
4
.%
(
,r
ACKNOWLEDGEMENT
,
This Articulated,
Performance-based Instruction
Guide for Food Service
is the product of the work
of the following instructors
representing the
secondary program of The
School District of Greenville
County and the
post-secondary similar
program at Greenville Technical
College:
Donaldson Vocational Center-
Mary J. Rawley
-
Foothills Vocational Centar
Odell Evans.
Golden Strip Vocational
Center
William M. King
Greenville Technical College
Joe Whisonant
Greennville Technical
College
Roy L. Springer
The cooperation of these
instructOrs and others reprjLiing
The School.-
'District of Greenville
County and Greenville
Technical College is
appre-
ciated.
iii
ABSTRACT
Title of,Project:
Occupational Education Articulation
Program:
Food Service
Project Coordinator:'
Wm. Edw
iHenderson, Jr..
Contracting Agency:
The School District of Greenville
County
P. 0.'Box 2848
- 301 Camperdown Way
Greenville, sp
29602
Program Period:
March 1, 1982, through FebrUary
28, 1983
PURPOSE:
To develop a continuous
line of vocational training
in
.
similar Food Service and Food
Service Management
programs
so that students may continue their
education at the
secondary and post-secondary
levels without loss of time
4
nr waste of effort in repeating tasks
that have been
mastered previously.
To provide a system where
teachers can cooperate effec-
tively in providing
a continuous occupationaldevelopment
program where the level and.type of
training that leads
to entry-level employment skills
will be clear to
stu-
dents, teachers, other educators,
and employers.
METHOD:
Food Service and Food
Service Management teacher
repre-
sentatives from three secondary
level vocational
centers
of The School'District of
Greenville C unty and
post-
secondary level Food Service
and Food service
Management
teacher representatives from
the Business Division,
Greenville Technical College
Were brought together in
task force committed meetings
and workshops to
survey
%very similar vocational
courses of training to identify
possible overlap or
gaps asistudents' continued Food
Service and Food Service
Management training from-the
secondary level to.the
post-secondary,level.
Articulated,
performance-based (competency-based)
instruction
objectives guides were developgd
by the Task Force
Committee on Food Service/Food
Service Management
to
facilitate articulation.
The Task Force
Cotamittee on
Food Service/FOod Servici
Management using-the task
analysis process identified
the essential competencies
*for a student
to ,codtinue food service
training or to
initially enter into the
labor market in
a f6od service
related field.
Major objectives for
competency were
.
.
7
.
,
iv
I
stated, performances to obtain
the objectives were
identified and placed id
sequential order, instruction
time was esttmated, and
performance sthndards
were
stated.
Finally, outcome-referenced
(criterion-
referenced) measures.of
competency were developed
as,a
.,guide in articulating.
RESULTS:
As a result of this project,
The Articulated, Performance-
based Instruction Objectives
Guide for Food Service/Food
Service Management
was developed.
This articulation
guide, however, is
not a final product.,since
it must be
field trial tested and
revised.
Modifications and
improvemente to the guide
are expected since the
process
of education must be
continuellY reviewed
to ensure that
objectivesfire valid an4
are being met as best they
can
be, met under given conditions.
A Policies and Procedures
Guide was developed
to aid
articulation activities.in
an earlier phase of the
project and has been used
to direct project activi-ties,.
Two workshop guides,
developed during the earlier
phase
of the project
were used to alsist task force
Committee
participants in writing
perfoihinpe-basedcobjectives,
performance aCtions to reach
the objectives,
performance
standards, and outcome-referenced
tests.
Thee guides
contain how-to-do-it sections
distributed to-teacher
participants.
The workshop standards
for performance
evaluation guides and the
Policies and Procedures
Guide
were revised during this phase
of the articulation
program.
P
FAC
This Articulated, Performance-based
In
ru
ion Guide for Food Service
workers is based
on the following assumptionsl
,*
1.
Grouping of tasks is
more conducive to the training of
stu-
dents for the food service
industry.
2.
Porential employers probably
would prefer an employee
trained
itv.the basics with
more detailed on-the-job training
provided
bythe'employer.
3.
Food service pretraining
is more essential to
back-Of-the-housepemployees that
to th se in other areas.
4.
Among topics to be included
are safet , sanitation, equipment,
weights and measures, personal
cha
teristics for food
service success, and
career opportunities in food service.
.00
CONTENTS
FIRST YEAR OF FOOD SERVICE
Food Service I
1
Food Service II
F
2-
Potential Career Opportunitiés>
4
Food Service
Worker 1982 Apployment Estimate
4
State Deprtment of,Education
Descriptions.
5
Food Service Management First
Year
6
Food Service Management Second
Year
7
Post-Secondary Course Description
Scope of9Project
Sample Outcome-Referenced
Tests
12
Summary Suggested Instruction Time
13
Task Listings
16
OrientatiOn to Food
Service
22
Review School Policies and Procedures
23
Review Course Objectives and
Standards
24
Identify Typical Types of Local
Food Service Businesses
25
.
.
Distinguish Between "Front of the House"
and "Back
of the House" Jobs in Food
Service
27
Compare Job Requirements in the
Food Service Industry
29
.
.
Personal Characteristics for
Success in Food Service
30
Personal Qualities for Job Success
in Food Service
31
Personal Grooming for Food Service
Work
32
Work Attitudes
34
Job Perfo.rmgnce in Food Service
36
Safety in Food Service
38
'llhiscuss
General Safety Precautions
in Food Service
Work (Kitchen)
39
Ideutay_areDemonstrate
Emergency Treatments
41
Maintain Fire Safety Procedures
43
Identify Safety Hazards Involving
Slips and Falls
or
Strains From Lifting
45
Znitation and Personal Hygiene
49
Inspect Facility for Compliance with
Health and
Sanitation Laws
.
50
Identify Basic Sanitation Rules
When Handling Food
to prevent Disease
55
0
vii 1