Instructional Design & Teaching Strategies Flashcards
7 cards from real CCE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Instructional Design & Teaching Strategies flashcards as text
Which instructional design model follows the sequence of Analysis, Design, Development, Implementation, and Evaluation?
Answer: ADDIE Model
The ADDIE model is a systematic instructional design framework widely used in culinary and professional education.
A culinary educator uses a 'think-aloud' technique while butchering a chicken. Which learning theory best supports this approach?
Answer: Cognitive apprenticeship
Cognitive apprenticeship makes expert thinking visible through modeling, coaching, and scaffolding in authentic tasks.
When designing a lab practical for knife skills, which type of objective is most appropriate?
Answer: Psychomotor domain objective
Psychomotor domain objectives address physical skill development, which is central to knife technique mastery.
A student consistently struggles with mise en place organization. The BEST formative strategy is to:
Answer: Observe and provide real-time corrective feedback during lab
Formative assessment involves ongoing feedback during the learning process to guide improvement before summative evaluation.
Which seating or classroom arrangement is most effective for a culinary theory discussion requiring student interaction?
Answer: U-shape or circle arrangement
U-shape or circle arrangements facilitate eye contact and dialogue among all participants, supporting discussion-based learning.
Task analysis in culinary education primarily helps instructors:
Answer: Break complex skills into teachable sequential steps
Task analysis deconstructs complex culinary procedures into discrete, ordered steps that can be taught and assessed individually.
An instructor designs a lesson where students first watch a sauce-making demo, then practice independently. This follows which instructional sequence?
Answer: I Do – We Do – You Do (Gradual Release)
The Gradual Release of Responsibility model moves from teacher modeling to guided practice to independent student performance.