EDCI57200 Group 2 Design Portfolio Project

Running Head: FINAL PROJECT EDCI 572
Final Project EDCI 572:
Chef Training for Fabrication and Preparation of Artichokes
Barry Farrar
Matthew Herron
James S. Hillmeyer
Jima Jenkins
Purdue University

FINAL PROJECT EDCI 572 2
Table of Contents
Section #1:
Analysis
Analysis 3
Instructional Goal(s) 3
Goal/Task Analysis 4
Learner Analysis 5
Context Analysis 6
Section #2:
Design
Design Evaluation Chart 7
Performance Objectives 14
Instructional Strategy Plan 18
Section #3:
Development
Workshop Agenda 29
Materials Needed 30
Section #4:
Implementation,
Evaluation, and
Revision
Implementation Report 34
Assessment Report: Learner Performance 34
Formative Evaluation and Revision Report:
Instruction / Workshop Components
35
References 37

Analysis
The BJJM Culinary Institute is an internationally renowned teaching facility where adult
students receive training to become professional chefs. Based on the core values of quality,
authenticity, and professionalism, the Institute is dedicated to cultivating students as future
leaders in the hospitality and food service industry.
Located in Biloxi, Mississippi, the Institute supports the local community by providing it
with skillful and knowledgeable food-service professionals. Since the Institute’s inception
nearly a century ago, it has operated a public restaurant where its students prepare all of the
meals. The purpose of the restaurant is to provide students with real-world experience. The
restaurant, like the school, has long been held in high regard by the community.
During the past twelve months, an issue was noted with the quality of the restaurant’s
artichoke-based dishes based on negative remarks left on customer comment cards. Later, the
problem became more evident to restaurant staff and management with a trend in declining sales
for artichoke-based dishes. In response, the Institute’s instructors began closely observing how
student chefs were preparing artichokes in the restaurant. In general, it was observed that
students lacked the skills to select properly, cut, and cook artichokes.
After trying other unsuccessful interventions, the Institute’s leadership determined that a
mandatory, one-hour workshop for all first-year students would be the most efficient and cost-
effective way to instruct student chefs on the correct preparation of artichokes. The development
of that one-hour training workshop represents the basis of the current report.
Instructional Goal(s)
The BJJM Culinary Institute operates and provides all staff members for a reputable
restaurant that serves as a practical training component of their curriculum. Artichoke dishes
have historically been one of the favorite menu items. However, over the past twelve months, a
decline in customer satisfaction scores and a drop-in sales have been noted for artichoke-based
dishes.
The restaurant’s customer satisfaction scores for artichoke dishes averaged 4.0 until last
December. Since that time, scores have dramatically declined and now average 2.9. Customer
comment cards validate this data with negative remarks about the texture and taste of the
artichokes. The goal is to improve customer satisfaction scores to an average of 4.1.
A sales analysis conducted by the Institute revealed that sales of artichoke-based dishes
also declined by 27% over the past twelve months. However, a comparison of sales data noted
that sales for other menu items remained unchanged. The goal is to stop the decline and improve
sales numbers by 30%.
There were no other notable changes in the restaurant’s operation, management, or staff
that would account for the lower customer satisfaction scores or decline in sales. In response to
this data, instructors evaluated the culinary students on their artichoke fabrication. The majority

of students received below average scores. Interviews with the instructors revealed that
artichoke preparation skills were not taught to this group of students due to product
unavailability. This resulted in a lack of exposure and experience in fabricating artichokes.
Considering feedback from instructors and after observing students, it was decided that a
one-hour workshop would be developed to instruct students on the correct preparation of
artichokes. The Institute’s leadership decided upon the following instructional goal for the
workshop: “Upon completion of the workshop, participants will demonstrate proper artichoke
preparation.”
The one-hour workshop will take place in a fully-equipped classroom kitchen to simulate
the restaurant kitchen. The kitchen’s senior executive chef will serve as the master instructor.
The kitchen’s junior chefs will serve as sous chefs. After instruction, student chefs will be able
to demonstrate competency in the practice kitchen of the school’s restaurant. Managers will
monitor the progress of each student and perform a final evaluation to measure the success of the
instruction.
Goal/Task Analysis
In the context of food preparation, the term “fabrication,” refers to the proper cutting and
rendering of a food so that its edible components are available and in suitable condition to be
cooked or otherwise used in the preparation of a particular dish (Chef Depot, 2015). The ability
to properly fabricate an artichoke is one of the specific performances/behaviors associated with
the instructional goal of this workshop (ACF, 2013). Another performance/behavior associated
with the instructional goal is the ability to properly cook artichokes (i.e., some of the restaurant’s
dishes included cooked artichokes, while others involve raw artichokes).
The workshop’s designers identified the following skills (represented in the following
diagram) participants would need in order to perform each main step toward their instructional
goal:
1) Participants will demonstrate the ability to cut and peel the artichoke in a manner that
separates all edible portions from inedible portions;
2) participants will demonstrate the ability to cook the artichoke without over heating or
under heating the artichoke.

Learner Analysis
The BJJM Culinary Institute reports that its students are a diverse population of adult
learners with a minimum of a high-school diploma studying culinary arts in a postsecondary
institution. Ages range from high-school graduates to career-changing adults. Admittance into
the school is competitive so students are motivated to succeed since the Institute boasts a 98%
placement rate for its graduates upon successful completion of the two-year program.
According to the Institute’s admittance policy, each student has passed an entrance exam
demonstrating basic reading and writing proficiencies. The students have prior food-service
knowledge and experience. The workshop participants have completed eighteen months of
culinary training. Therefore, participants have intermediate knife skills, knowledge of fresh
vegetable characteristics, intermediate cooking methodology, and knowledge of the restaurant
menu and recipes. Workshop participants will be graded. Most learners will be motivated to
perform well since their success will have a positive academic outcome.

Interviews with instructors revealed students have a generally positive attitude toward the
workshop. Students appear willing to refine their skills and improve customer experiences.
Students are comfortable with corrective instruction, which is observable by the friendly rapport
between students and staff. There was one concern voiced by the students regarding the
financial impact of the additional workshop on tuition costs. The Institute’s leaders are vested in
the one-hour workshop approach to training. The workshop has been presented to students as a
positive opportunity for improvement and not as a punitive measure for poor performance. The
Institute’s leaders have decided the students participating in the workshop will not incur
additional tuition expenses.
Context Analysis
Performance Context.
The BJJM Culinary Institute desires to fill the knowledge gap of its students by
conducting a one-hour workshop on the proper selection and preparation of artichokes.
Although it is believed that proper skill and technique can be taught during the workshop, true
mastery of the task requires time and repetition which is beyond the scope of a one-hour
workshop. Additional practice must continue to occur in the workplace. In a restaurant
environment, a chef is expected to perform with speed. Further training might be considered to
develop such skill. Speed impacts production which in turn impacts revenue. Therefore, the
Institute’s leaders are motivated to be aware of opportunities for continued training and support
for its students.
Learning Context.
The BJJM Culinary Institute provides an innovative training program designed for adult-
centered instruction that combines classroom time, hands-on experience in the learning
classroom kitchen, and real-world experience in the Institute’s restaurant. The one-hour
workshop will be conducted in the Institute’s modern facilities where students have access to a
fully-equipped, professional kitchen that serves as the learning classroom kitchen. Students will
be comfortable with this environment since they will be using their own knives and are familiar
with the kitchen layout and equipment locations. Training in the learning classroom kitchen will
simulate a student’s experience in the restaurant kitchen. Additionally, training in the learning
classroom kitchen will allow students and instructors to access instructional technology not
available in the restaurant’s kitchen and provides enough space to effectively monitor student
performance.
During the workshop, students will be divided into three groups of five. There will be a
15:1 student to lead instructor ratio with a 5:1 student to assistant instructor ratio to maximize
training effectiveness. Students will be assigned homework prior to the workshop to facilitate

the learning process. They will be asked to watch a video demonstration of artichoke fabrication
and identification (Wright, 2012). The workshop’s training methods will be demonstration
coupled with modeling experiences through hands-on, guided replication of fabricating 3
artichokes per person. Artichokes will get absorbed into restaurant inventory for service so
waste costs should be minimal.
Design
DesignEvaluation Chart
Main Instructional Goal Terminal Objective Test Item
Upon completion of the
workshop, participants will
demonstrate proper artichoke
preparation.
Upon successful
completion of the
workshop, students will be
able to demonstrate an in-
depth understanding of
properly preparing an
artichoke heart for cooking
as detailed within a recipe.
Student work will be
monitored by the qualified
culinary instructor using
performance rubric.
Main Step in Instructional Goal Objective Test Item
1. Observe instructor
demonstration
Given an instructor
demonstration, students
will observe, take notes,
and ask questions
concerning the proper
preparation for cooking of
an artichoke heart as
detailed within the recipe.
Students will be monitored
for understanding. The
instructor will encourage
participation and ask
questions to validate the
information was understood.
Subordinate Skills Objective Test Item
1.1 Observe to the instructor Given an instructor
will observe the instructor
performing steps involving
preparation for cooking of
an artichoke heart.
1.2 Take notes Given an instructor
will note procedural details
and instructions for future
reference.

1.3 Ask questions Given an instructor
will ask questions to clarify
concepts.
.
2. Construct workstation Given required equipment,
students will properly set
up a cooking workstation
using of established
restaurant guidelines.
Students’ workstation will be
inspected for all of the
necessary components using
performance rubric.
2.1. Gather equipment With knowledge of kitchen
tools and equipment,
students will gather knives,
assorted spoons, tongs, and
side towels.
Students’ workstation will be
inspected for all necessary
equipment present using
performance rubrics.
2.2. Devise a sanitation station Given procedures for
proper sanitation, students
will set up a sanitation
station to keep work area
clean.
Students’ sanitation station
will be inspected as a pass or
fail.
3. Select a quality artichoke for
preparation
With defined quality
standards, students will be
able to analyze and select
an artichoke suitable for
serving.
Student’s selection of
artichoke will be evaluated
for quality using performance
rubrics.
3.1 Distinguish basic
terminology and fundamental
practices related an artichoke
Given an illustrated
diagram, students will
define terminology
Students will be given a
written test for basic
terminology and fundamental

associated with an
artichoke.
practices related an artichoke.
3.2. Select an artichoke With knowledge of a
quality artichoke, students
will be able to select an
artichoke for preparation.
Student’s selection of
artichoke will be evaluated
for quality using performance
rubrics.
3.2.1 Identify a bad artichoke Given an example, students
will be able to identify
attributes of the artichoke
that deem it unfit for
service.
Students will be questioned
by qualified instructor
concerning the qualities of an
acceptable artichoke.
3.2.2 Identify a good artichoke Given an example, students
will be able to identify
attributes of the artichoke
that deem it appropriate for
service.
Students will be questioned
by qualified instructor
concerning the qualities of an
unacceptable artichoke.
3.3 Wash artichokes Upon selecting a quality
artichoke, hand wash under
cold, running water.
Student’s artichoke will be
inspected by a qualified
instructor.
4. Correctly construct artichoke
for cooking
Given a quality artichoke,
students will be able to
prepare the artichoke for
cooking according to
Students will be monitored as
they fabricate their artichokes
and evaluated as to their
quality based on the rubrics.
4.1. Cut 1/3 off the top of the
artichoke
Given the appropriate
kitchen tools, students will
be able to cut off the top of
the artichoke to the proper
length.
Students will be evaluated on
the proper use of tool and
length of cut their artichoke
according to the rubrics.
4.2. Cut around the perimeter of
the artichoke
With appropriate kitchen
tools, students will be able
to trim the artichoke.
Students will be evaluated as
they fabricate their artichoke
according to the rubric.
4.3. Scoop out the choke With appropriate kitchen
to remove the choke with a

spoon.
4.4. Peel the stem With appropriate kitchen
to peel stem.
5. Preserve artichoke heart
while preparing to cook
Given a job aid, students
will be able to minimize
oxidation of the artichoke
heart through proper
handling and storage.
Student’s artichoke heart will
be visually inspected for
proper steps are being used
for minimizing oxidation.
5.1. Make an acidulated water
bath
will be able to set up an
acidic water bath to
minimize oxidation during
cooking preparations.
Students’ water bath will be
tested by a qualified instructor
with a pH tester to determine
acidity level.
5.2. Submerge artichoke heart
in acidulated water bath
will be able to submerge
the artichoke heart fully
during cooking preparation.
Students’ artichoke heart will
be evaluated for proper
storage in a water bath.
5.3. Soak artichoke heart in
acidulated water bath
will be able to submerge
the artichoke heart to
minimize oxidation during
cooking preparation.
Students’ artichoke heart will
be evaluated for proper
storage in water bath
6. Prepare artichoke heart for
cooking
Given a recipe, students
will be able to prepare
artichoke hearts for cooking
according to the restaurant
guidelines.
Students’ artichokes will be
evaluated as to their
preparedness for service using
the rubric.

6.1. Cut artichoke heart to the
desired shape.
Given specifications within
the recipe, students will be
able to cut artichoke heart
to the desired shape
according to restaurant
guidelines.
6.2. Blanch (boil and cool)
artichoke heart
With the proper technique
within the recipe, students
will be able to boil the
artichoke briefly and
submerge its cooling bath
to prevent over cooking.
they blanch their artichoke
6.3. Preserve artichoke heart With the proper technique
within the recipe, students
will be able to store
artichokes properly for
finish cooking.
to how they store their
artichoke according to the
rubric.
7. Arrange Mise en place
(French culinary phrase which
meant "putting in place")
Given an arrangement
format, students will be
able to arrange station with
necessary ingredients and
be ready to cook.
Students’ work area will be
evaluated for the correct
arrangement according to the
rubric.
7.1. Gather ingredients Given a list within the
recipe, students will be able
to gather all of the
necessary ingredients
to their preparedness levels
7.2. Chop parsley With the proper technique,
chop parsley according to
standard practices.
Students’ parsley will be
evaluated according to the
specifications.
7.3. Juice lemon With the proper technique,
produce lemon juice
without the presence of
seeds according to standard
practices.
they juice their lemon
according to the
specifications.

7.4. Slice garlic With the proper technique,
the student will be able to
slice garlic into uniform
slices according to the
standard practices.
they slice garlic according to
the specifications.
8. Produce Sauté of artichoke
heart
With the proper technique,
cook the artichoke hearts at
the appropriate heat to
produce proper browning
according to the recipe.
the technique for the sautéing
cooking method.
8.1. Heat pan and add oil With the proper technique,
students will be able to heat
the pan on the stove and
add cooking oil.
the temperature of the pan
and oil before cooking.
8.2. Cook garlic With the proper technique,
the student should be able
to sauté garlic in the
preheated pan using visual
cues to make sure that it
does not burn.
the cooking technique of the
garlic according to the rubric.
8.3. Sauté artichokes hearts With the proper technique,
students should be able to
cook the artichoke heart in
the pan to produce the
proper browning.
the cooking of the artichoke
heart based according to the
rubric.
Main Step in Instructional Goal Performance Objective Test Item
9. Design finishing and plating
techniques
Given restaurant guidelines,
present a properly seasoned
dish that is visually
appealing and ready to
serve the customer.
Students’ dishes will be
evaluated by the qualified
instructor for doneness,
seasoning, aesthetics, and
temperature.

9.1. Add lemon juice and
parsley
Upon considering cooking
conditions, students will be
able to add lemon juice to
prevent flare-ups and add
parsley to prevent burning
the artichoke hearts.
for proper use of cooking
aids.
9.2 Appraise doneness With sensory analysis,
identify proper cooking
doneness as detailed in the
recipe.
and questioned as they
evaluate the doneness of their
artichoke heart.
9.3 Determine the need for
seasoning
With sensory analysis,
students should be able to
taste for proper seasoning
as detailed in the recipe.
and questioned as they
evaluate the need for
seasoning of their artichoke
heart.
9.4. Construct plating Given restaurant guidelines,
arrange the finished product
on a plate in an
aesthetically pleasing
manner.
Students’ will be monitored
during plating for
aesthetically pleasing
qualities.

Performance Objectives
Main Instructional Goal Terminal Objective
Upon completion of the workshop, participants
will demonstrate proper artichoke preparation.
Upon successful completion of the workshop,
students will be able to demonstrate an in-depth
understanding of properly preparing an artichoke
heart for cooking as detailed within a recipe.
Main Step in Instructional Goal Performance Objective
1. Observe instructor demonstration Given an instructor demonstration, students will
observe, take notes, and ask questions concerning
the proper preparation for cooking of an
artichoke heart as detailed within a recipe.
Subordinate Skills Performance Objective
1.1 Observe the instructor Given an instructor demonstration, students will
observe steps used for preparation an artichoke
heart for cooking.
1.2 Take notes Given an instructor demonstration, students will
note procedural details and instructions for future
reference.
1.3 Ask questions Given an instructor demonstration, students will
ask questions to clarify concepts.
2. Construct workstation Given required equipment, students will
properly set up a cooking workstation using of
established restaurant guidelines.
Subordinate Skills Objective
2.1. Gather equipment Using knowledge of kitchen tools and equipment,
students will gather knives, assorted spoons,
tongs, and side towels.
2.2. Devise a sanitation station Given procedures for proper sanitation, students
will set up a sanitation station to keep work area
clean.

Main Step in Instructional Goal Objective
3. Select a quality artichoke for preparation Within defined quality standards, students will
be able to analyze and select an artichoke
suitable for serving.
3.1 Distinguish basic terminology and
fundamental practices related an artichoke.
Given an illustrated diagram, students will define
terminology associated with an artichoke.
3.2. Select an artichoke With knowledge of a quality artichoke, students
will be able to select an artichoke for preparation.
3.2.1 Identify a bad artichoke Given an example, students will be able to
identify attributes of the artichoke that deem it
unfit for service.
3.2.2 Identify a good artichoke Given an example, students will be able to
identify attributes of the artichoke that deem it
appropriate for service.
3.3 Wash artichokes Upon selecting a quality artichoke, hand wash
under cold, running water.
4. Correctly construct artichoke for cooking Given a quality artichoke, students will be able
to prepare the artichoke for cooking according to
4.1. Cut 1/3 off the top of the artichoke Given the appropriate kitchen tools, students will
be able to cut off the top of the artichoke to the
proper length.
4.2. Cut around the perimeter of the artichoke With appropriate kitchen tools, students will be
able to trim the artichoke.
4.3. Scoop out the choke With appropriate kitchen tools, students will be
able to remove the choke with a spoon.
4.4 Peel the stem With appropriate kitchen tools, students will be
able to peel stem.
5. Preserve artichoke heart while preparing to
cook
Given a job aid, students will be able to minimize
oxidation of the artichoke heart through proper

handling and storage.
Subordinate Skills Subordinate Objective
5.1. Make an acidulated water bath Given a job aid, students will be able to set up an
acidic water bath to minimize oxidation during
cooking preparations.
5.2. Submerge artichoke heart in acidulated
water bath
Given a job aid, students will be able to
submerge the artichoke heart fully during
cooking preparation.
5.3. Soak artichoke heart in acidulated water
bath
Given a job aid, students will be able to
submerge the artichoke heart to minimize
oxidation during cooking preparation.
6. Prepare artichoke heart for cooking Given a recipe, students will be able to prepare
artichoke hearts for cooking according to the
6.1. Cut artichoke heart to desired shape Given specifications within the recipe, students
will be able to cut artichoke heart to the desired
shape according to restaurant guidelines.
6.2. Blanch (boil and cool) artichoke heart With the proper technique within the recipe,
students will be able to boil briefly the artichoke
and submerge its cooling bath to prevent over
cooking.
6.3. Preserve artichoke heart With the proper technique within the recipe,
students will be able to store artichokes properly
for finish cooking.
7. Arrange Mise en place (French culinary
phrase which meant "putting in place")
Given an arrangement format, students will be able to
arrange station with necessary ingredients and be
ready to cook.
7.1. Gather ingredients Given a list within the recipe, students will be able to
gather all of the necessary ingredients
7.2. Chop parsley With the proper technique, students will be able to
chop parsley according to standard practices.

7.3. Juice lemon With the proper technique, students will be able to
produce lemon juice without the presence of seeds
according to standard practices.
7.4. Slice garlic With the proper technique, the student will be able to
slice garlic into uniform slices according to the
standard practices.
8. Produce Sauté of artichoke heart With the proper technique, students will be able to
cook the artichoke heart at the appropriate heat to
produce proper browning according to the recipe.
8.1. Heat pan and add oil With the proper technique, students will be able to
heat the pan on the stove and add cooking oil.
8.2. Cook garlic With the proper technique, the student should be able
to sauté garlic in the preheated pan using visual cues
to make sure that it does not burn.
8.3. Saute artichoke heart With the proper technique, students should be able to
cook the artichoke heart in the pan to produce the
proper browning.
9. Design finishing and plating techniques. Given restaurant guidelines, students will be able
to present a properly seasoned dish that is
visually appealing and ready to serve the
customer.
9.1. Add lemon juice and parsley. Consider cooking conditions, students will be
able to add lemon juice to prevent flare-ups and
add parsley to prevent burning the artichoke
hearts.
9.2 Appraise doneness With sensory analysis, students will be able to
identify proper cooking doneness as detailed in the
recipe.
9.3 Determine the need for seasoning With sensory analysis, students should be able to
taste for proper seasoning as detailed in the recipe.
9.4. Construct plating Given restaurant guidelines, students will be able
to arrange the finished product on a plate in an
aesthetically pleasing manner.

Instructional Strategy Plan
The instructional strategy for the BJJM Culinary Institute’s one-hour workshop is a
traditional laboratory model designed to demonstrate the knowledge, skill and ability for
preparing an artichoke heart. The workshop uses a three-step process that includes an instructor
demonstration, student practice segment, and a final student performance evaluation. First, the
instructor will demonstrate the proper procedures for preparing an artichoke heart. The students
will observe the detailed demonstration and take notes. During the demonstration step, it is
imperative the instructor adhere to the following:
● Proceed in a logical sequence from simple to complex
● Introduce all the instructional steps properly
● Show the correct way to perform the steps
● Provide positive reinforcement and feedback
● Explain why each step is important
● Correct misunderstandings and reinforce important information
During the second workshop phase, the students will practice preparing artichoke hearts
under instructor supervision until they become proficient. This repetition step allows the
students to apply what they have previously learned from the preceding instructor demonstration.
The practice session is designed to give the students the opportunity to develop knowledge and
skills necessary for preparing an artichoke heart while gaining confidence to perform the learned
skill during an evaluation.
The final session will involve a performance evaluation step. The students will be able to
demonstrate the acquired competency while instructor evaluates the process using rubrics.

Performance Objective Sequence and Clusters
Clusters* Instructional Goal Steps
1 Main step 1: Set agenda
2 Main step 2: Introduce Instructor Demonstration
* All clusters are designed to require approximately 5-20 minutes of instruction
3-10 Cluster 3 Cluster 4 Cluster 5 Cluster 6 Cluster 7 Cluster 8 Cluster 9 Cluster 10
Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: Objectives:
1 2.1 4 5.1 6.1 7.1 8.1 9.1
1.1 2.2 4.1 5.2 6.2 7.2 8.2 9.2
1.2 2 4.2 5.3 6.3 7.3 8.3 9.3
1.3 3.1 4.3 5 6 7.4 8 9.4
3.2.1 4.4 7 9
3.2.2
3.2
3.3
11 Main step 11: Student Practice
12 Main step 12: Final Plate Evaluation
13 Main step 13: Terminal objective
Main step 1: Set agenda
Main step 2: Introduce Instructor Demonstration
Cluster 3
Objectives:

1. Given an instructor demonstration, students will observe, take notes and ask questions
concerning the proper preparation for cooking of an artichoke heart as detailed within a recipe.
1.1 Given an instructor demonstration, students will observe the instructor performing steps
involving preparation for cooking of an artichoke heart.
1.2 Given an instructor demonstration, students will note procedural details and instructions for
future reference.
1.3 Given an instructor demonstration, students will ask questions to clarify concepts.
Content Presentation
Content: The delivery of procedural details for artichoke fabrication and proper cookery in the
form of simultaneous instruction and demonstration.
Examples: Explain the importance of note taking for reference during the evaluation.
Student Grouping and Media Selection: Address students as a group during a visual
demonstration.
Student Participation
Practice Items and Activities: Invite class participation and advise students to observe, take
notes, and ask questions.
Feedback: Encourage questions from the group.
Student Grouping and Media Selection: Students will observe visual demonstration as a group.
Cluster 4
Objectives:
2.1 Using knowledge of kitchen tools and equipment, students will gather knives, assorted
spoons, tongs, and side towels.
2.2 Given procedures for proper sanitation, students will set up a sanitation station to keep work
area clean.
2 Given required equipment, students will properly set up a cooking workstation using of
established restaurant guidelines.
3.1 Given an illustrated diagram, students will define terminology associated with an artichoke.

3.2 With knowledge of a quality artichoke, students will be able to select an artichoke for
preparation
3.2.1 Given an example, students will be able to identify attributes of the artichoke that deem it
unfit for service
3.2.2 Given an example, students will be able to identify attributes of the artichoke that deem it
appropriate for service
3.3 Upon selecting a quality artichoke, hand wash under cold, running water
3 With defined quality standards, students will be able to analyze and select an artichoke
suitable for serving.
Content: During the demonstration, the instructor will communicate expectations of the
students’ station setup, including workstation spacing, equipment gathering, sanitation
requirements, and properly securing a cutting board.
Examples: Cite experience concerning the problems associated with not adhering to expected
setup criteria. Stimulate recall of prior knowledge.
demonstration. Provide one on one feedback as required.
Practice Items and Activities: Participants must organize individual workstations in the manner
consistent with established restaurant guidelines.
Feedback: Encourage questions from the group. Reinforce workstation organization concepts.
Student Grouping and Media Selection: At assigned workstation, students will perform the duties
individually.

Cluster 5
Objectives:
4.1 Given the appropriate kitchen tools, students will be able to cut off the top of the artichoke to
the proper length.
4.2 With appropriate kitchen tools, students will be able to trim the artichoke.
4.3 With appropriate kitchen tools, students will be able to remove the choke with a spoon.
4.4 With appropriate kitchen tools, students will be able to peel stem.
4. Given a quality artichoke, students will be able to prepare the artichoke for cooking
according to restaurant guidelines.
Content: Instructor will inform students how to select suitable artichokes fit for preparation.
Examples: The instructor will provide a detailed explanation of how to identify an acceptable
artichoke from an unacceptable artichoke. The instructor will describe the sensory cues that
enable one to determine a quality artichoke for selection.
Practice Items and Activities:
Feedback: Instructors will monitor students’ fabrication and provide feedback on specific details
such as methodology and thoroughness of cleaning.
individually.
Practice Items and Activities: Students will fabricate their preselected artichokes according to
Cluster 6
Objectives:
5.1. Given a job aid, students will be able to set up an acidic water bath to minimize oxidation
during cooking preparations.

5.2. Given a job aid, students will be able to submerge the artichoke heart fully during cooking
preparation.
5.3. Given a job aid, students will be able to submerge the artichoke heart to minimize oxidation
during cooking preparation.
5 Given a job aid, students will be able to minimize oxidation of the artichoke heart through
proper handling and storage.
Content: The instructor will discuss the nature of oxidation and the methodology of minimizing
its effects.
Examples: Instructor will review the recipe for acidulated baths, describe the importance of
submerging them, and show the effects of a poorly submerged artichoke. Students will use a pH
tester to check the acidity level of the acidulated bath.
Practice Items and Activities: Students will create an acidulated water bath according to the
recipe. Students will perform an analysis using a test instrument while ensuring artichoke heart
is properly submerged in the acidulated bath.
Feedback: Instructors will monitor and deliver feedback on students’ measurements of
ingredients as they prepare the recipe and provide feedback on specific acidity levels and
students’ thoroughness of artichoke submersion.
individually.
Cluster 7
Objectives:
6.1. Given specifications within the recipe, students will be able to cut artichoke heart to the
desired shape according to restaurant guidelines.

6.2. With the proper technique within the recipe, students will be able to boil briefly the
artichoke and submerge its cooling bath to prevent over cooking.
6.3. With the proper technique within the recipe, students will be able to store artichokes
properly for finish cooking.
6. Given a recipe, students will be able to prepare artichoke hearts for cooking according to the
Content: Instructor will discuss the expectations of the students’ knife cuts.
Examples: The instructor will demonstrate proper shapes and methodology for cutting
artichokes hearts. Stimulate recall of prior knife training and experiences.
Practice Items and Activities: Use prior knife experience to affect artichokes heart cuts and
practice until proficient.
Feedback: Instructor will monitor and deliver feedback on students’ cutting techniques and final
knife cuts.
Student Grouping and Media Selection: At assigned workstation, students will perform the
duties individually.
Cluster 8
Objectives:
7.1. Given a list within the recipe, students will be able to gather all of the necessary ingredients.
7.2. With the proper technique, students will be able to chop parsley according to standard
practices.
7.3. With the proper technique, students will be able to produce lemon juice without the presence
of seeds according to standard practices.

7.4. With the proper technique, the student will be able to slice garlic into uniform slices
according to the standard practices.
7. Given an arrangement format, students will be able to arrange station with necessary
ingredients and be ready to cook.
Content: Provide students with examples based on professional experience. Explain the use of
garlic, parsley, and lemon juice as cooking aids.
Examples: The instructor will demonstrate a proper methodology for chopping parsley and
juicing a lemon. Stimulate recall of prior cooking aids training and experiences.
Practice Items and Activities: Use prior experience with cooking aids to prepare garlic, parsley
and lemon juice and practice until proficient.
Feedback: Instructors will monitor and deliver feedback on students’ use of cooking aids.
individually.
Cluster 9
Objectives:
8.1. With the proper technique, students will be able to heat the pan on the stove and add cooking
oil.
8.2. With the proper technique, the student should be able to sauté garlic in the preheated pan
using visual cues to make sure that it does not burn.
8.3. With the proper technique, students should be able to cook the artichoke heart in the pan to
produce the proper browning.
8. With the proper technique, students will be able to cook the artichoke heart at the appropriate
heat to produce proper browning according to the recipe.

Content: The instructor will discuss the process of sautéing, the benefits of preheating pans
without oil, and the signs of an overheated pan.
Examples: The instructor will perform the preheating procedure for a pan. Instruct students
regarding sensory discrimination to determine proper cooking techniques.
Practice Items and Activities: Students will preheat their pans and add oil according to the
instructor’s tutorial.
Feedback: Instructors will monitor and deliver feedback on students’ temperature control.
individually.
Cluster 10
Objectives:
9.1 Consider cooking conditions, students will be able to add lemon juice to prevent flare-ups
and add parsley to prevent burning the artichoke hearts.
9.2 With sensory analysis, students will be able to identify proper cooking doneness as detailed
in the recipe.
9.3 With sensory analysis, students should be able to taste for proper seasoning as detailed in the
recipe.
9.4 Given restaurant guidelines, students will be able to arrange the finished product on a plate
in an aesthetically pleasing manner.
9 Given restaurant guidelines, students will be able to present a properly seasoned dish that is
visually appealing and ready to serve the customer.

Content: The instructor will discuss the technique for sautéing with lemon juice and parsley.
Also, the instructor will discuss the pan techniques used for maximizing uniform cooking. It is
important to emphasize the staged timing of sautéing the artichoke heart according to the recipe.
Finally, the instructor will discuss the implications of pan temperature when liquid or herbs are
added, and the proper techniques for even distribution.
Examples: The instructor will demonstrate proper procedure for sautéing using the preheated
pan. He or she will explain the use of garlic, parsley, and lemon juice as cooking aids and how
they affect taste.
Practice Items and Activities: Use prior experience with cooking aids to prepare garlic, parsley
and lemon juice and practice until proficient. Students will add lemon juice and parsley to their
artichokes and toss to combine.
Feedback: Instructors will monitor and deliver feedback on students’ use of cooking aids.
individually.
Main step 11: Student Practice
Content: Provide students with opportunities to apply newly acquired knowledge and skills.
Examples: Monitor student practice techniques and provide necessary guidance.
Student Grouping and Media Selection: Mentor each student individually accessing task
performance in preparation for final evaluation. Provide one on one feedback as required.
Practice Items and Activities: Students will practice workshop to
Feedback: Students will practice preparing artichoke hearts under instructor supervision until
they become proficient. This repetition will allow the students to apply what they have
previously learned from the preceding instructor demonstration.

Student Grouping and Media Selection: At assigned workstation, students will perform the
duties individually.
Main step 12: Final Plate Evaluation
Content: The instructor will discuss the restaurant’s plating aesthetic standards and the
importance of hot food.
Examples: The instructor will plate the artichoke dish using preheated plates.
Student Grouping and Media Selection: Mentor each student individually accessing task
performance in preparation for final evaluation. Provide one on one feedback as required.
Practice Items and Activities: Students will draw plate diagrams and construct their artichoke
plate according to restaurant specifications.
Feedback: Instructors will evaluate the dish’s overall aesthetic and temperature.
Student Grouping and Media Selection: Students will work independently on plating their
artichoke hearts.
Main step 13: Terminal objective
Content: Check for retention and transfer of the workshop’s goal for demonstrating an in-depth
understanding of properly preparing an artichoke heart for cooking as detailed within a receipt.
Feedback: Pass a final evaluation covering the workshop’s goal.

Development
Workshop Agenda
Artichoke Workshop Agenda
Monday, December 7, 2015
1:30 pm Central (2:30p Eastern)
Time Topic / Item Discussion
Leader(s)
1:30 – 1:35 pm Attendance and Introductions Kilgore Trout
1:35 – 1:50 pm Chef Demonstration & Lecture Chef Lenore
1:50 – 2:10 pm Fabricate Artichokes All
2:10 – 2:20 pm Cook Artichokes All
2:20 – 2:25 pm Final Plate Evaluation Chefs Lenore,
Dent, & Samsa
2:25 – 2:30 pm Closing Comments / Questions Kilgore Trout
2:30 pm Break for Dinner Service All
Vision - Our commitment to our Students is to prepare them for success in the Culinary and Hospitality
Industry by providing learning opportunities for each stage of their career. We understand that the key to
fulfilling this commitment is to view the Industries that employ our graduates as our customers thus aligning
our educationto their needs creating a strong demand and value propositionfor our Graduates.
Facilitator: Kilgore Trout
Trainer/ Evaluator: Arthur Dent
Trainer/ Evaluator: Poe Lenore
Trainer/ Evaluator: Gregor Samsa

Materials Needed
Artichoke Workshop Rubric
Criteria Not to Standard Approaching
Standard
Good Excellent Points
Possible
Score
Organization Personal space is
disorganized and
chaotic, dirty dishes
left at station, and
workstation
unclean.
2 points
Station is messy,
slightly
disorganized, but
not dirty.
3 points
Station is cleaned
and organized,
but is not ready
for service.
4 points
Station is clean,
organized, and
ready for service.
5 points
5
Sanitation Any sanitation flaw
causing dish’s
safety to be
questioned: cross-
contamination,
time/temperature
abuse, etc. Health
inspector citation.
2 points
Sanitation errors
noted, but none
singularly cause
food to be not
servable; bad habits
to be corrected.
Health inspector
would note but not
cite.
3 points
No sanitation
flaws noted.
Health inspector
would offer
minor
suggestions for
improvement.
4 points
Exemplary
sanitation. Minor
details executed
without exception.
Health inspector
eats at your
facility.
5 points
5
Fabrication
Technique
Primary fabrication
technique not
executed correctly;
in-edible portions
remain or too much
edible portion
removed, oxidation
present
4 points
Technique of
fabrication executed
to a point of
edibility, but
contains flaws in
trimming and
oxidation
6 points
Primary
fabrication
technique
executed to a
point of edibility,
but has minor
flaws in either
trimming or
oxidation
8 points
Primary
fabrication
technique
executed to
restaurant
standards.
10 points
10
Doneness Artichoke is not
servable and
contains multiple
flaws: overdone,
underdone, too little
or excessive
browning,
Artichoke is cooked
and edible, but
contains flaws in
level of cooking and
browning.
Artichoke is
cooked and
edible, but
contains minor
flaws in level of
cooking or
browning.
Artichoke is
properly done, in a
manner which
exemplifies recipe
standards.
5

2 points
3 points
4 points
5 points
Taste Components of the
platerender it not
servable due to:
burnt flavor, poorly
seasoned, and sauce
consistency.
4 points
Components of
platecontains
significant flaws in:
flavor and
seasoning.
6 points
Components of
platecontain
minor flaws in:
flavor and
seasoning.
8 points
Artichokes are
seasoned properly,
and the flavor
exemplifies recipe
standards.
10 points
10
Impact/
Presentation
Plate not
professionally
presentable due to:
poor knife cuts,
dirty plates, muted
colors, improper
placement and
construction.
2 points
All components on
the plate, but plate
has serious flaws in
presentation.
3 points
Minor flaws in
presentation, but
is servable.
4 points
Plate is cookbook
perfect. Shiny,
glossy sauce,
bright colors,
balance and flow
in evidence on the
plate.
5 points
5
Timeliness Components
recooked, or plate
more than 10
minutes late.
2 points
Plate 5 – 10 minutes
late
3 points
Plate 2-5 minutes
late
4 points
Plate presented
within a two-
minute window
5 points
5
Temperature Both the plateand
food is cold.
None
Food is cold, the
plateis hot.
3 points
The food is hot,
but the plateis
cold.
4 points
Both the food and
the plateare hot.
5 points
5
Fractional points may be given
Total 50
Percentage 100

Instructor Lesson Plan
Artichoke Workshop Refresher
Student Materials: Full Uniform, Knife Kit, Notebook, Pens, & Pencils
Prerequisite Materials:
Supplemental Recipe: “Lemon and Garlic Artichokes”
Video: https://www.youtube.com/watch?v=5o6AaCs4sAw
OBJECTIVES:
Students will demonstrate the ability to
properly prepare an artichoke for the
purpose of serving it at the Institute’s
restaurant.
Anticipatory Set:
1. Students will have watched the video and
printed a copy of the recipe.
2. Student will have an understanding of
proper knife usage, sanitation, fundamental
cooking methods, proper seasoning, and
plating techniques as preparation for the
workshop.
TIME FRAME INPUT/ACTIVITY
5 min Attendance and announcements/ Uniform line up. Description of
expectations, importance to grade, importance to tradition.
15 min
20 min
10 min
5 min
1. Chef Demonstration
2. Students Fabricate Artichokes
3. Students Cook Artichokes
4. Final Plate Evaluations
5 min Closing Comments / Questions
CHECK FOR UNDERSTANDING GUIDED PRACTICE
Monitor students during production and
give feedback.
Offer corrections during workshop and continue to
monitor students’ production during normal service
times.
CLOSURE / SUMMARIZE: Student understands howthe dish will be prepared and has a deeper understanding of
artichoke fabrication and cookery.
HOMEWORK: Rewrite notes.Write mise en place list and timeline for tomorrow. Draw plate diagram.

Recipe
Lemon and Garlic Artichokes
Ingredients:
1/4 cup olive oil, extra-virgin
3 each garlic cloves, thinly sliced
3 each artichokes, peeled and cleaned, cut in quarters
TT Salt and pepper
2 oz. lemon juice, freshly squeezed
1/4 cup parsley, finely chopped
Method
In a large skillet, combine olive oil and garlic over medium heat and cook for 3 minutes
or until they just start to brown. Increase the heat to medium-high, add the artichoke hearts,
season with salt and pepper and sauté until browned on one side then flip and brown the other
side. Remove from the heat. Stir in the lemon juice and parsley, and continue to cook until the
artichokes are cooked through. Season to taste and serve.
Figure 1: Picture from svkitchen.com
Implementation, Evaluation, and Revision
Implementation Report

Our design team met with the Institute’s leadership to determine the best approach for
rolling out the workshop to the student body. During that meeting, we agreed that the best
course of action was to first conduct a pilot version of the workshop, involving six selected
participants, in order to gather data on the workshop for the purpose of conducting a formative
evaluation.
Because the pilot program was intended to mimic the final workshop in every way, we
used the same staff members and facilities that we planned on using for the final version.
Specifically, the pilot took place in a fully-equipped classroom kitchen to simulate the
restaurant’s kitchen, and the kitchen’s senior executive chef served as the master instructor, with
the junior chefs serving as sous chefs.
Regarding our six participants, we purposefully chose students who, collectively,
spanned the spectrum in terms of their ability to prepare artichokes. In particular, we chose two
upper-level students who had demonstrated mastery of artichoke-preparation in their coursework
and while working in the restaurant (based on information we gathered from faculty members
and restaurant staff); two less experienced students who were deemed to have “average”
artichoke-preparation skills by faculty members; and two first-year students who were self-
described novices in terms of their ability to prepare artichokes.
We gathered data from the pilot in the following ways: During the workshop, we asked
facilitators to observe students and grade them on a scale of 1 to 5 (5 being the best) on their
ability to perform each of the workshop’s main performance objectives. We asked participants
to grade the effectiveness and appropriateness of each workshop activity on a scale of 1 to 5 and
to provide open-ended feedback on the workshop by writing their thoughts on notecards.
Finally, our design team met with the trainers and facilitator immediately after the workshop to
gather their opinions on the workshop’s strengths and weaknesses and what, if anything, should
be revised. Our design team then met the next day to discuss what we learned and how to revise
the workshop, if at all.
Assessment Report: Learner Performance
To reiterate, during the pilot workshop, each participant was scored on a scale of 1 to 5
on his or her ability to perform each of the workshop’s performance objectives.
As expected, the scores of our participants reflected the skill level we believed they had
when we chose them for the workshop. In particular, our two high-skill students averaged 4.3
and 4.7 and never scored below a 4 on any objective, while our two mid-skill students each
averaged 3.4, and our two novices averaged 2.2 and 2.3.
Interestingly, our two mid-skill students showed the least consistency in their scores, as
each scored 5’s in a few categories, but 1’s in some others. When we analyzed this data, we

came to the conclusion that a key task for faculty members at the Institute is to determine
whether average students simply needed a steady increase across-the-board in order to become
expert chefs or if they need intensive instruction in just a few areas -- as was the case with these
mid-skill participants -- in order to achieve that goal.
Turning our attention back to participant scores in the pilot, we were encouraged by the
fact that most objectives received the types of participant-performance scores we expected. For
example, the objectives we thought would be most challenging for novices, receive the lowest
scores. We felt this was a good sign as it indicated we had a good grasp of the knowledge level
of our participants and would bode well for the effectiveness of this workshop when rolled out to
the student body.
Formative Evaluation and RevisionReport: Instruction/Workshop Components
One of the most important aspects of the pilot was to provide us with detailed
information on the appropriateness and effectiveness of the workshop’s activities, design
elements, and materials, thus allowing us the opportunity to revise the workshop as needed
before introducing it to the student body.
Indeed, participant and trainer feedback led us to make a number of changes. One of
those revisions was based on unanimous feedback that we needed to change the time allotted for
the instructor’s initial demonstration from 10 to 15 minutes. This, they felt, would allow the chef
to more clearly demonstrate his techniques and to field additional questions from students. But
because our total time for the workshop was capped at 60 minutes, this change required us to
shorten at least one other segment of the workshop. Ultimately, we chose to reduce the time
allotted for final plate evaluations from 10 to 5 minutes, as the facilitators indicated that amount
of time would be sufficient.
As was previously mentioned, students rated each activity in the workshop on a scale of 1
to 5 in terms of their appropriateness and effectiveness. All activities received an average score
of between 4.5 and 4.7, and no activity received a score of less than 4 from any participant.
Therefore, based on those results and open-ended feedback we received, we did not change any
design elements of any segment in the workshop.
However, we did make a number of revisions on the materials for the workshop.
Specifically, most participants complained that the main illustration on the water-bath job aid
was too small. Thus, we will revise the job aid to include a larger illustration (and less white
space) for future workshops. We also decided to add five extra antiseptic spray bottles for future
workshops as pilot participants used those cleaning supplies more often than we had anticipated.
Finally, we decided to move the location of the knives, spoons, and tongs to a more open area of

the room as there was some congestions during the period when participants were gathering the
implements they would need.
A number of aspects of the workshop seemed to work particularly well, based on
participant and trainer feedback. Among them was the master instructor’s performance, as all
participants praised him as being an excellent communicator, who provided clear instructions,
worked at an appropriate pace, and spoke at a good volume. All participants also praised the
video as being effective and high quality. Also, other than the aforementioned issue with the
acidulated water bath job aid, all participants felt that all other job aids were well designed and
useful.
According to participants’ written feedback, all of them felt that, in general, this
workshop was effective and should help to correct the problem of low-quality artichoke dishes
being served in the restaurant. Importantly, all trainers felt the same way, according to our
conversation with them immediately after the pilot.

References
Glossary. (2015). In Chef Depot. Retrieved from http://www.chefdepot.net/glossary.htm
SVKitchen. (2010). Artichokes with Lemon and Garlic. Retrieved from http://svkitchen.com/wp-
content/uploads/2010/04/artichokes.jpg
Wright, C. (2012). Using Online Video Demonstrations in a Culinary Arts Class. Journal of
Nutrition Education and Behavior, 44(4), S38. doi:10.1016/j.jneb.2012.03.079

EDCI57200 Group 2 Design Portfolio Project

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