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MINI INSTRUCTIONAL PROJECT

Albert P. Joseph

ID No. 20052880

A Paper Submitted in Partial Fulfillment of the Requirements of

[EDID 6505 [Systems Approach to Designing Instructional Materials]

Trimester 2, [2014]

Email: albert.joseph@open.uwi.edu

University: University of the West Indies Open Campus

Group Facilitator: Dr. Leroy Hill

Course Coordinator Dr. Camille Dickson-Deanne

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TABLE OF CONTENTS

Introduction 3

Needs Assessment 4

Task Selection Worksheet 6

Procedural Analysis 7

Prerequisite Analysis 9

Objectives 10

Performance Rubric 11

Assessment 12

Contextual Analysis Worksheet 14

Instructional Strategies/ Lesson 16

Advanced Organizers 18

Analogy 19

Reflective Piece 21

References 24
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INTRODUCTION

Members of the Anse la Raye Vendors’ Association have been operating for the past

fifteen years, vending a range of seafood from fish, lobster, crab, lambi and other delicacies of

the sea. After several complaints by patrons of the Seafood Friday event concerning the poor

manner in which food is handled, the lack of sinks for the washing of hands and the exposure of

lobsters for extended periods of time, the association took a decision to hire an instructional

designer to design a two-day training workshop to have vendors adequately trained in food safety

and preparation.

The subject of food safety covers a number of components which include temperature

control, hygiene and sanitation, glove use, packing and serving prepared food and prevention of

food poisoning. If measures are taken to handle food in the right manner, serious health risks

and even death due to food poisoning can be avoided.

This assignment covers the various steps that the designer took in the instructional design

process from conducting a needs assessment right down to the planning of instruction, all in an

effort to ensure that a comprehensive training programme was in place for the participants of this

workshop.
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NEEDS ASSESSMENT PLAN

Overall Course Goal

To design instruction for a 1-2 day workshop for Seafood Vendors of the Anse la Raye Vendors’
Association on the topic of Safe Food Handling and Preparation.

Target Audience

The training will target a group of approximately thirty (30) individuals who vend at the ever
popular Seafood Friday activity. The vendors range in age from 30- 60 years and are at different
levels in terms of experience as vendors and the qualifications that they hold as it relates to the
food service sector. Although many of the vendors have their daytime job, they all come
together on a Friday night to sell at the event. Vendors all cook, but have very little knowledge of
sales and pricing of their products.

What Information is Needed?

Optimals
 Adequate knowledge of food handling and preparation techniques.
 A set of established standards for the safe handling and preparation of food.
 Use of thermometers and other devices to ensure that food remains at the right
temperature.
 Ongoing training for vendors in food safety

Actuals
 Vendors have little to no training or qualifications in food handling and preparation
 Vendors have demonstrated poor food handling practices that have impacted their sales
 There is no policy or written procedure on food handling and safety
 Few food safety measures are being practiced in terms of using thermometers, warmers
and ice to keep food at the right temperature.

Causes
 Insufficient funds for the purchase of equipment
 Lack of training
 Management hardly saw the need to conduct such training.
 Vendors who got training have left the association

Feelings
 Do the vendors believe that there is a need for training in food handling and preparation?
 Cost of training vendors can be an issue
 How would they want to be trained in the area of food handling and preparation?
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Solutions
 Food service certification for all vendors
 There is the need for the training of trainers
 Purchase of equipment for vendor use

Why do we need to know it?

This information is useful because it is necessary to know where the vendors are in terms of
knowledge and qualifications. If some vendors have had formal training, it is likely that they
would be practicing safety standards. Optimals are important to determine the expectations of
vendors as well as that of management. Having understood the optimals and actuals the chance
of meeting vendor needs is increased. Causes will help determine whether there is a need for
training or an analysis of human performance.

Who knows what?

In terms of optimals, individuals from the Bureau of Health would best describe the standards to
be met by persons in the food service industry. Professional chefs will also be targeted to find
out about the safety standards practiced at the hotels. Vendors will also be able to shed light on
what goes on since they are fully involved in the process.

How will you get that information?

a. Interviews- with Bureau of Health experts, to give insight on the optimals

b. Survey questionnaires- Due to the large numbers of members in the organization, the
questionnaire will allow for many persons to be reached.
c. Focus Group- to validate information received from questionnaires
d. Participant Observations- All types of information can be gathered from this technique.
Using this technique will allow the designer to see persons in action in their environment.

How will you use that information?

The information gathered will give me a clear indication of who my participants are. By
interacting with the focus group it will also give a sense of how responsive learners might be
during training. It will also give me a sense of what methods would be best utilized to teach
participants.

Formats

Training will be done using several formats. These include: YouTube videos, Prezi
presentations, discussions and demonstrations.
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TASK SELECTION WORKSHEET

Criteria for Task Selection Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Worksheet
40 pts 10 pts 10 pts 10 pts 30 pts 100 pts

TASKS #1 #2 #3 #4 #5 #6 #7 #8
Demonstrate how to properly 40 10 0 10 7 67 1
calibrate a stem thermometer
Understand the importance of 35 3 3 4 6 51 5
thoroughly heating leftovers

Explain good personal hygiene 30 5 5 8 5 53 4

purposes

Demonstrate proper hand washing 35 10 6 8 0 59 2

procedures

Establish proper handling methods 25 6 6 7 2 46 6

for ready to eat foods

Use disposable gloves properly 20 0 0 6 0 26 7

Demonstrate mechanical and manual 28 7 7 6 6 54 3

utensil washing
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Procedural Analysis
Utensil/Dish Washing

1. Bring plates to sink

2. Pick up scraper
3. Scrape bits of food off utensil
4. Open faucet
5. Fill sink to the desired level
6. Soak dishes in warm water with a sanitizer such as bleach
7. Pick up a single utensil in one hand
8. Pick up sponge in other hand
9. Clean utensil with sponge using a circular motion
10. Inspect utensil for stubborn food particles
11. Place utensil in rinse water
12. Rinse utensil thoroughly
13. Place utensil in sanitizing water
14. Wash front and back of plate with hand
15. Remove plate from sink
16. Place utensil on rack to air dry.
17. Repeat steps for each utensil

(Safe Food Crew (2004).

Temperature control is an important aspect of ensuring food safety. The only way to
ensure that food is at the right temperature is to use a calibrated thermometer.

Calibrating a thermometer

1. Fill the container with crushed ice

2. Top up the ice with cold water to create a slurry
3. Stir the mixture
4. Place the thermometer in the slurry with the serving area completely submerged, do not
let the stem touch the bottom or the sides of the container.
5. Hold the thermometer I the slurry for at least 30 seconds
6. Keep the stem submerged and adjust the thermometer to read 0 degrees/ 32 degrees if the
dial stops moving and is not reading this number.
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Washing Hands Thoroughly

1. Turn on Faucet
2. Wet hands and wrists
3. Use a sufficient amount of soap (one squirt)
4. Lather soap and scrub hands well, palm to palm for 15-20 seconds
5. Scrub in between and around fingers
6. Scrub back of each hand with palm of hand
7. Scrub fingertips of each hand in opposite palm
8. Scrub each thumb clasped in opposite hand
9. Scrub each wrist clasped in opposite hand
10. Rinse hands and wrists thoroughly under running water with finger tips pointed down
11. Wipe and dry hands with a single use paper towel
12. Turn off faucet with single use paper towel
(Niagara Region Public Health)
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PREREQUISITE ANALYSIS

Calibrating a
thermometer

Keep stem submerged

Place thermometer in
Fill container with Top ice with cold water and adjust
slurry with serving area
crushed ice to create a slurry thermometer reading
submerged
to 0˚C/32˚F

Rotate dial of
Remove ice from Fill container to Hold with pliers or
crush ice with icepick Pick up container Open tap Close Tap thermometer to read
freezer desired level wrench
32˚F

rotate in an anti-
Place hand on tap
clockwise direction
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OBJECTIVES

TERMINAL OBJECTIVE

By the end of the two-day workshop, participants will be able to demonstrate the use of at
least three food safety practices and score at least 75 percent on a written test.

ENABLING OBJECTIVES

By the end of this workshop, participants will be able to:

a. Identify the types of thermometers used in food preparation (knowledge)

b. List the four principles of safe food handling (knowledge)

c. Outline at least two reasons why it is important to follow proper food safety procedures.
(comprehension)

d. Identify a stem thermometer (knowledge)

e. Calibrate a stem thermometer for freezing point and boiling point with 100% accuracy.
(psychomotor domain)

f. Adjust a stem thermometer within 10-15 seconds (psychomotor domain)

g. Demonstrate the accurate use of a stem thermometer after witnessing a demonstration

(application)

h. Demonstrate with 100% accuracy the 12 step procedure for washing hands. (psychomotor)

i. Explain the importance of using the correct procedure for the washing of hands.
(comprehension)

j. Demonstrate the correct procedure for using disposable gloves (application)

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PERFORMANCE RUBRIC

TERMINAL OBJECTIVE

Given a written test and a practical exam at the end of the two-day workshop,
participants will be able to demonstrate correctly the use of at least three food
safety practices and score at least 75 percent on a written test.
Novice Apprentice Practitioner Expert
1 2 3 4
Calibrate a The participant The participant At least ¾ of the Participant
stem demonstrates demonstrates at steps to calibrate followed all the
thermometer about 25% of the least 50% of the a thermometer steps involved in
for freezing knowledge to steps accurately are followed calibrating a
and boiling calibrate a accurately stem
point thermometer thermometer
with no error.
Demonstrate Minimal steps Demonstrates Participants An excellent
with accuracy are displayed. 50% of the task demonstrated demonstration of
a 12 step hand Multiple with ease. Some very good all twelve steps
washing reminders are reminders are knowledge of the in washing
procedure needed to ensure needed. task. Few hands. No need
that procedures reminders were for reminders.
are followed given.
Wash and 25% of the task Partial There is a solid A sophisticated
sanitize were carried out understanding of understanding of understanding of
cooking and accurately. the steps is the process of the process is
eating utensils demonstrated. washing and shown. All steps
Half the steps sanitizing are accurately
were missing or cooking and followed.
were not eating utensils
displayed
accurately.
Use gloves Assistance had to Slowly puts on Gloves were Participant
accurately be given to put gloves but all quickly put on quickly places
on the gloves fingers are in the with fingers gloves on with
Several right place inaccurately each finger put in
reminders were Some reminders placed. Few the right place.
given for gloves were given to reminders were No reminders
to be worn wear gloves given had to be given
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ASSESSMENT

Question One

Below are a few thermometers used in food preparation. Label each one correctly.

Question Two

As a chef, you have just been asked to speak to a group of food and nutrition students. Write
down five pointers for your speech in which you will include four food safety practices that food
handlers must adhere to.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Question Three

In the kitchen it is advisable that proper food safety procedures be practiced at all times. Outline
two reasons why it is necessary to do so.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
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Question Four

The steps involved in utensil washing are listed below however, a few steps are missing.
Complete the diagram by filling in the blanks.

Scrape Air Dry

Practical Component

Thanksgiving is around the corner. You are required to prepare a main course meal for a family
of four. You are to prepare the thanksgiving menu that you will serve to the family. During the
preparation of the meal you will be assessed on how well you demonstrate the use of proper food
safety techniques.

These include :

Proper use of gloves

Washing of hands

Calibration of your thermometer

Adjustment of the thermometer

Sanitizing of kitchen utensils

Marks will be awarded based on a rubric, which will indicate that you have either mastered the
tasks or you are still novice at them.
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CONTEXTUAL ANALYSIS WORKSHEET

Directions: Identify relevant factors in categories (only where and when appropriate) and
indicate the effect they will have by circling appropriate number.

-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates

ORIENTING CONTEXT
Learner Factors
All vendors did not have a formal education -2 -1 +1 +2
Vendors range in age as well as experience -2 -1 +1 +2
Some participants have engaged in food preparation training in the -2 -1 +1 +2
past
Participants have expressed the need for this type of training -2 -1 +1 +2
Environmental Factors
Scheduling training will be an issue since vendors vend every day, -2 -1 +1 +2
throughout the day
Organizational Factors
Very little to no funds are available for training -2 -1 +1 +2
Organization has established links with sponsors who may be able to -2 -1 +1 +2
support training venture
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INSTRUCTIONAL CONTEXT
Learner Factors
Learners are not equipped with skills necessary to work well in groups? -2 -1 +1 +2
Learners are enthusiastic about the training opportunities -2 -1 +1 +2
Tasks provide opportunities for learners to be actively involved -2 -1 +1 +2
Environmental Factors
Supplies that vendors will need are not readily available -2 -1 +1 +2
-2
A suitable venue with workstations for individuals or groups is not readily -1 +1 +2
available
Concern as to whether all participants will be able to purchase their -2 -1 +1 +2
supplies

TRANSFER CONTEXT
Learner Factors
Ongoing support and training -2 -1 +1 +2
Skills learnt can be easily transferred to food preparation in the home -2 -1 +1 +2
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INSTRUCTIONAL STRATEGIES AND LESSON

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ADVANCED ORGANIZERS

OBJECTIVES
1. Demonstrate with 100% accuracy the 12 step procedure for washing hands. (psychomotor)
2. Explain the importance of using the correct procedure for the washing of hands.
(comprehension)

Expository Advanced Organizer

Handling food safely is particularly important as it is one way to prevent food-borne

illnesses. Food can easily become contaminated and cause serious harm to our bodies. During
the course of this lesson we will explore why it is important to wash our hands thoroughly, we
will recognize when to wash our hands, for example after using the toilet and playing with pets.
Finally, we will get the opportunity to practice what we have learnt, by having your peers assess
you on how well you follow all the steps in washing your hands properly.
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Graphic Organizer

Food Safety and

Preparation

Handwashing

How to wash
Why wash hands
hands?
When to
wash hands?

ANALOGIES

CONCEPT ANALOGY

Food borne illness- is the contamination of A food borne illness is like introducing poisons
food by microorganisms which can cause an or bugs into your body causing you to feel
individual to get sick. extremely ill with an upset stomach and
diarrhea.

Food Safety- Precautionary measures that are
taken to prevent food borne illnesses.
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Food safety can be likened to a set of soldiers
who stand guard to protect a person or prized
possession. Each soldier would have an
important role to play, similar to each food
safety measure being important.
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Reflective Piece

Sometimes one decides to follow a particular path in life and once on that journey the

question is asked, why did I even think of doing so? For me this is exactly how I felt as week

after week I experienced the rigors of having to work on the task and offer guidance to my peers,

particularly when I was not even sure of what I was doing myself.

In the design of this course, I chose to work with a group of twenty vendors. One

misconception that I had was that the vendors would not have been able to cope with certain

aspects of the course since many had not attended secondary school and had low literacy levels.

It was not so since many had a good grasp of reading and were not afraid to demonstrate the

skills that they had.

During the first phase of this process I experienced difficulty in getting the needs

assessment plan together. I was glad to have found help by getting a report online which gave

me leads as to how to identify some of the optimals and actuals and to determine what data

collection instruments would be best utilized.

The selection of the task was also another aspect of this assignment which caused me a

little discomfort. Not that I did not understand the readings, but I was not sure what tasks were

necessary to achieve my overall goal. Again I had to rely on articles from the internet to learn

more about the topic of food handling. As I read through the content, I pictured myself in a

meeting with the Subject Matter Expert (SME) where we discussed what was most essential in

planning a programme for vendors.

For the procedural analysis, I thought that the tasks were too mundane and that vendors

would find it boring, indicating that” they know how to do that already.” However, I found that
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there were essential aspects of the task of washing dishes that vendors would a have missed such

as sanitizing the dishes after they had been missed. The important piece of information that I

learnt working on that aspect is that the task must be broken down just as a professional in the

field would perform the task.

Writing the objectives did not really serve as a problem for me, since this is a task that I

perform constantly at work. However, the feedback from the facilitator proved useful when I

was asked to strengthen my objectives by adding criteria and conditions to make them more

measurable.

The other aspects of assessment and instructional strategies there were generally

straightforward for me, again because of my teaching background. To execute the lesson it was

felt that there was need to use strategies such as collaborative learning, demonstrations and

technology-based strategies. Deciding on the strategies made me go back to what had been

done in the first course on instructional design and for me this served as a refresher. Also,

reading on instructional strategies was an eye opener for me. There was a particular line that

stuck with me, “ You cannot talk about something and expect learners to understand. You must

show them. In doing so, you are providing examples of how to do something.” Being in the

classroom it shows how we do the children an injustice in simply coming to speak. Most

students are visual learners and we fail to maximise their learning because of the strategies that

we use.

Forging ahead, there are some aspects of the course that would be handled differently.

One of the things that would be done, is to enlist the help of an expert such as a chef to handle

certain aspects, which would mean utilizing some expository teaching. I think also that working
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on the assignment I would have worked on my reflection as I progressed through each stage of

the design process. There were certain steps that were not understood very well and I think that

we should have utilized our small groups even more to have discussions on those aspects

although I found that my peers provided some very useful feedback.

Now that the process is all done, I think that the practical nature of this assignment was

essential to giving us the experience of designing courses. I have already seen several

opportunities where I can utilize the knowledge and skills that I have acquired.
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References

Cody,M.M., O’Leary, V.S., Martin, J. (2008). Food safety training needs assessment survey.

Atlanta, GA: Georgia State University. Retrieved, June 11, 2014 from

http://www.nfsmi.org/documentLibraryFiles/PDF%5C20080221033700.pdf

Merrill, D. (2009). First Principles of Instruction. In Reigeluth, & A. Carr-Chellman,

Instructional Design, Theories and Models Volume III (pp 41-67). New York: Routledge

Morrison, G., Ross, S., Kemp, J.(2011). Designing Effective Instruction (6th edition) John Wiley

& Sons,

National Coalition for Food Safe Schools (2004). Food safe schools: Needs assessment and

planning guides. Retrieved, June 13, 2014 from

http://files.eric.ed.gov/fulltext/ED499215.pdf

Queensland Government (2014). Know your food business: A self-assessment guide tot eh food

safety standards. Retrieved, July 20, 2014 from

http://www.health.qld.gov.au/ph/Documents/ehu/21883.pdf

Rossett A. (1987) Training Needs Assessment. Englewood Cliffs, NJ: Educational Technology

Publications.

Safe Food Crew (2004). Food safety training modules and public recognition program. Madison:

Wisconsin. Retrieved, June 9, 2014 from

http://www.publichealthmdc.com/environmental/sfc/pdf_files/Module.pdf