Cooking Matters Training:

What Would You Do?

1. What would you do if someone forgot to bring an essential ingredient to class?

a. Discuss substitution options for the recipe
2. What would you do if the dialogue gets off track during a discussion?
a. Use the “bike rack” method if the topic is not pertinent to the lesson and
acknowledge it, while moving onto the lesson. If it is relevant, new conversations
on the topic at hand are beneficial to the participants and the teacher.
3. What would you do if the oven doesn’t work?
a. Use this as an opportunity to discuss cooking method substitutions (like stovetop)
4. What would you do if a participant is sharing incorrect information?
a. Thank them for contributing to the conversation and summarize using only the
correct information while not making them seem like they are wrong
5. What would you do if there are five minutes left in class and the food isn’t ready?
a. Tell the class that they can have it during the next class (if it is soon) or ask them
if they are okay to stay for a few extra minutes until it is done.
6. What would you do if there are five minutes left in class and you haven’t covered all of
the content from the lesson plan?
a. Explain that the time ran out and if they want to know more, they can see you
after the class to discuss or give them handouts on the undiscussed topic.
7. What would you do if the food did not turn out correctly?
a. Use it as a learning experience - explain what could have happened or ask
participants to explain what they think happened and why
8. What would you do if a participant cuts his or her hand and needs only a band aid?
a. Let them clean and bandage themself, throw out the food they were handling,
and make sure they have a bandage and a glove upon returning to the class.
Also notify the site contact
9. What would you do if a participant cuts his or her hand and needs to go to the hospital?
a. Leave it to the site contact to handle the hospital trip with the participant. Sanitize
the area they were working in and discard all food they were handling.
10. What would you do if none of the participants will try the food?
a. Give them small spoonfuls to ease them into it, try the food yourself, and explain
that it is part of the learning experience of the class
11. What would you do if a participant has dietary restrictions that were not shared before
class? For example, what if a participant eats only Halal meats or is a vegan or has a
specific food allergy?
a. If possible, make two variations of the recipe for that week - one regular and one
dietary restriction accommodating.
12. What would you do if the knives are not working very well, or if they are missing entirely?
 a. Discuss how to properly care for knives and the importance of it. Do the best you
can with it and have them try to use them anyway if you cannot find any other
kitchen tools to use.

Adult Learners:

Scenario A: As the nutrition instructor, you are discussing the importance of starting each day
with a healthy breakfast.

1. How can you set the stage for participants to better decide what is important to be
learned?
a. Give the participants course objectives so they know what you think is important
and can base their own opinions off of that (a course overview)
2. How can you make sure that the information you share is useful and relevant to
participants?
a. Ask them what things they expect to learn in this course, what things they already
know about the topic, and what they expect to learn / want to know more about
3. What questions can you ask about breakfast that will help draw out the experience of
participants?
a. Ask them what they usually eat in the morning and the types of foods they have
in their house, or what they are in the mood to eat when they wake up
4. How would you respond to a participant who says “I never eat breakfast—I’m not hungry
that early and I hate breakfast foods. This doesn’t apply to me”? (fixed point of view)
a. I’m sure even if you do not agree with consuming breakfast, you can still learn
some valuable information from this course if you wanted to. No one is forcing
you to eat breakfast, but if you attentively attend the class, you may learn
something new or find new breakfast options that work for you
5. How could you use two different learning styles to teach this topic?
a. Verbal - discussing ways to improve breakfast consumption and what foods to
consume even if you are not super hungry
b. Physical - having the participants make their own breakfast foods in class to get
them used to making the food and show them how cooking it can even stimulate
their appetite

Scenario B: You are giving a grocery store tour to a group of mothers of young children.

1. How can you set the stage for participants to better decide what is important to be
learned?
a. Give them course objectives or an overview of what you will be discussing
2. How can you make sure that the information you share is useful and relevant to
participants?
a. Ask them what challenges they face at the grocery store or even at home with
their children (what do they typically like to eat and what they don't eat)
 3. What questions can you ask during the tour that will help draw out the experience of
participants?
a. Ask them what foods their children eat or don't eat, if all of their food stays fresh
or if it goes bad before they eat it (and why that might be), concerns they may
have about if their child is eating enough or eating the right foods
4. While in the produce section, how would you respond to a participant who says “My kids
hate all vegetables – they’d never eat that.”? (fixed point of view)
a. Maybe if it is presented to them in a very appealing way, they may be more open
to trying them. By adding vegetables to other dishes, it makes kids more able to
forget that they are there and eat them without giving you a hard time. Make sure
the kids have a good experience around eating the vegetables so it becomes
more comforting for them; ie. don't yell at them if they dont eat it
5. How could you use two different learning styles during your tour?
a. Visual - show participants good aisles to go down when looking for foods for
their children and also where the bargain foods are
b. Physical - have the participants grab their own cart and fill it with things they
believe their child will and will not eat and we can work on recipes that will induce
the child to eat the unwanted foods more readily

Transforming Close-ended Questions:

1. Is there a problem with not cooking food to its safe internal temperature?
a. What are some potential consequences of not cooking food to its safe internal
temperature?
2. Do you know what information is on the Nutrition Facts panel to help you make healthy
choices?
a. What are some things listed on the nutrition facts label that could potentially help
you make healthier choices?
3. Do you ever think about food safety when you’re preparing food for your family?
a. What types of food safety practices do you use while cooking for your family?
4. Have you heard of MyPlate? Have you seen it before?
a. What food groups can you remember from the MyPlate food model?
5. Can you name the five food groups?
a. What food groups can you remember from the MyPlate model?
6. Are you comfortable interpreting the Nutrition Facts panel?
a. What did you learn about the Nutrition facts panel that you can remember?
7. Are you going to start using a food thermometer to check for safe internal
temperatures?
a. What is the likelihood of you using a thermometer to check the internal
temperature of your food?
8. Are you planning to use the Nutrition Facts panel when choosing foods to eat and buy?
a. How likely are you to use the nutrition facts label when you shop and eat? Please
explain why.
 9. Do you understand how to use a food thermometer?
a. What questions do you have about using a food thermometer?
10. Do you think you could explain how to read a Nutrition Facts panel to a friend?
a. If a friend asked you to explain the nutrition facts panel to them, what would you
say?

Think Before You Speak: Explain why these are not okay things to say.

1. How many children do you have? Wow! How old are you?
a. It is impolite to ask people how old they are and how many children they have,
unless they bring it up themselves.
2. What is your favorite Christmas food?
a. Do you celebrate any holidays in your family? If so, what is your favorite holiday
food?
b. Not everyone celebrates christmas!
3. French fries aren’t a good food choice.
a. It is not right to demonize specific foods. Instead, encourage foods that are better
for your health.
4. I would never feed my children fast food.
a. It is important to omit your personal opinions and beliefs when it comes to food
while you are teaching others
5. Have you ever used the pre-made pizza dough from Whole Foods?
a. It is not polite to assume that everyone has gone to / can afford to shop at whole
foods
6. I only buy organic produce.
a. It is always wise to omit personal preferences or opinions when it comes to food.
Not everyone can afford organic produce and you should be cognizant of that at
all times
7. This would taste really good with rum in it.
a. Not everyone drinks alcohol so it is not wise to suggest the use of it in foods or
drinks.
8. People should make their own bread. It’s so much cheaper and better for you.
a. Not everyone has the time, money, or skill set to make their own bread; again,
this is another personal opinion / preference that should be omitted from
conversation. Simply saying “i like homemade bread” would suffice.
9. You must know how to make tofu taste good (directed at an Asian person).
a. Do not assume that a person has tried / likes a specific food because of their
race or ethnicity. This is a form of racism and stereotyping and should be
avoided.

Providing Choices:
 1. You are discussing the benefits of food shopping for nutrition and price. Here are some
ways to shop for nutrition and price. Which might you consider?
1. Create a list of items you need to help avoid impulse buys.
2. Compare unit prices to get the best buy.
3. Read Nutrition Labels to make healthy choices.
4. _Look for coupons in papers and ads.__________
5. ___buy in bulk if possible to save money.____________

2. You are presenting a lesson about the importance of physical activity and will to discuss
ways to increase activity each day. Here is a list of simple ways to add physical activity
each day. Which ones make sense to you?
1. Take the stairs instead of the elevator
2. Get off the bus one stop before your final stop.
3. Do jumping jacks during commercials.
4. ___get up and move every hour to avoid sitting for long periods of time___________
5. _____join a fitness class or watch online videos_______________

3. You are presenting a lesson about the importance of vegetables and will discuss
increasing the vegetables they eat each day. Here are some ideas for adding vegetables
to the meals you already eat. Which would you choose?
1. Add peppers, spinach, or tomato to your sandwich.
2. Top homemade pizza with roasted veggies.
3. Add carrots or broccoli to marinara sauce.
4. ___blend veggies up in smoothies or in other recipes ____________
5. ____make your own salad dressing or sauce so you are excited about veggie consumption _

Test Your Knowledge

I also completed the 5 practice quizzes at the end and got 100% on each. There was no
certification or proof of the completed quizzes at the end and once you leave the page, it does
not save your information. A lot of questions had the “check all that apply” option that I thought
was really useful in testing my knowledge and it really made me second guess myself on some
of them. The quizzes were overall very easy and I was able to apply the knowledge I learned in
the articles and videos to answer the questions because the information was displayed in a
direct and comprehensible way.

Cooking Matters participant retains:

● 10% of what is read

● 20% of what is heard
● 30% of what is seen
● 50% of what is seen and heard
● 70% of what is said as they talk
● 90% of what is said as they do something