Curriculum Alignment

Professor Name: Tanya Heck

Course Name:
Baking and Pastry
Course Code:
ABAK 2200
Credential: Diploma
Program Name: Culinary Management
Program Year the course is offered:2
Semester: 3

Criteria*
Course specific
learning outcome

Course Learning Outcome 1

Curriculum Alignment and Rationale
Prepare and present a variety of custard, ice cream and sorbet products to
industry standards.
Domain: psychomotor
Level: Foundational

Intended Learning
Activities
(Teaching/Learning
Method)

Teaching and Learning of content method 1: Lecture on basic custard and egg
thickened sauce theory. Discuss correct cooking temperature, and method of
incorporating sugar. Review recipes for production.
Teaching and Learning of content method 2: Demonstrate the recipe while the
students watch. Talk about all the key points of successful custard. Point out areas
where failure happens. Show the signs to look for to see if the custard is completed
properly.
Teaching and Learning of content method 3: Post a video of the demo on DC connect
for the student to preview before the class or review after the class.
Practice Activity 1: Allow the students to complete the recipe in teams of 2. Each
student produces a recipe while their partner watches and helps to follow the correct

steps.

Rationale for choosing

the teaching
method/learning
activities.

Evaluation Method
(including description)

Each student presents product for feedback.

Practice activity 2: Ask the students to preview the demo video before attending
class, and review after class is complete.
I chose these activities because it re-enforces the learning. By discussing the recipe
thy have an idea of what is going to happen. It gives a chance for the student to ask
questions. Then I will physically do a demo, this allows them to put the discussion
into a visual, and allows them to ask new questions. When they work in partners it
allows them to have a second opinion, and someone else to be looking for the proper
steps. The video allows a review of the skills learned where they can compare their
own product and method to the demonstrated skill.
Students produce crme anglaise, and churned sorbet and present it for evaluation.
Domain: Psychomotor
Level: Foundational

Rationale for choosing

the evaluation method

The content, activities and evaluation are all psychomotor skills. They use the same
recipe that they practiced with.
By asking the student to produce the product it allows me to evaluate it accurately. It
also allows a student an opportunity to discuss it with me. I let them self-evaluate
before I evaluate. They have seen the rubric in advance so they are aware of what
points I am looking for.

Criteria*
Course specific
learning outcome

Course Learning Outcome 2

Curriculum Alignment and Rationale
Prepare meringue and related products using proper technique.
Domain: Psychomotor
Level: Foundational

Intended Learning
Activities
(Teaching/Learning
Method)

Teaching and Learning of content method 1: Lecture on meringue, and basic

aeration techniques. How to produce a good foam and what defines a bad foam.
Discuss success points and failure points.
Teaching and Learning of content method 2: Demonstrate the recipes while the
students watch. Review all the key points of successful meringue. Point out areas
where failure happens. Show the signs to look for to see if the meringue is
completed properly.
Teaching and Learning of content method 3: Ask a student volunteer to demonstrate
the recipe while the class helps to point out the steps and points of success. Discuss
the outcome and things that were done properly.
Practice Activity 1: Allow the students to complete the recipe in teams of 2. Each
student produces a recipe while their partner watches and helps to follow the correct
steps. Each student presents product for feedback.
Practice activity 2: Divide the students into groups. Allow each group to make 3
kinds of meringue. French, Swiss and Italian. Compare the results of all of each type
together. (all the French meringue on the table) I ask that they put them on the
table anonymously, and then we discuss the success and failures in the group.

Rationale for choosing

the teaching
method/learning
activities.
Evaluation Method
(including description)

The content and learning activities are all psychomotor and are at the same
foundational level.
I like that each student gets an opportunity to practice all kinds of meringue, and
receives feedback both times. I like to give the group activity anonymous feedback
so that I do not single out a students failures, but can use them as a learning
experience for the whole class.
Students produce all three products and present them for evaluation.
Domain: Psychomotor
Level: Foundational

Rationale for choosing

the evaluation method

I chose this method as it is a psychomotor skill, which is what they have been
practicing.
I like it because they have already seen the rubric, as well as have had a class
discussion about how I would evaluate products.

Essential Employability Skill Outcome 1

Criteria

Curriculum Alignment and Rationale

Essential Employability
Skill

Interact with others in groups or teams in ways that contribute to effective working
relationships and the achievement of goals.

Evaluation Method
(including description)

Students work in teams to produce a variety of recipes of meringue. This includes

deciding amongst the group which student will be responsible for what product or
deciding to work as a team on each recipe. They will also provide initial feedback to
each other on the completed items. They will present their final products to the class
for feedback.
Students are required to work together and make decisions with a team. They must
be able to manage the production list in a timely manner as well as be able to give
feedback to each other. They must decide on a presentation strategy as well.
Teamwork is part of the rubric.

Rationale

Essential Employability Skill Outcome 2

Criteria

Curriculum Alignment and Rationale

Essential Employability
Skill

Manage the use of time and other resources to attain personal and/or project related
goals.

Evaluation Method
(including description)

Crme Anglaise and sorbet

Students are given a list of items to produce. They must organize their time
appropriately to ensure all the items are presented on time. They must manage the
use of the ice cream machine as well as the time they need to freeze it properly.

Rationale

This evaluation includes not only the product itself, but it evaluates their ability to
manage the time required and work at a pace that will allow them to complete
everything in an appropriate length of time. Presenting on time is part of the
marking rubric.