Tom DeAngelis
High School Students
All grades and levels
Ages 14-18

Information comes from the
A
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Sensory
Register
C
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Immediate Memory

The learner will be able to:
Identify the ingredients found in a yeast bread.
and
Prepare a bread from scratch.

 Provide Information
 Ask Questions
 Respond to the Efforts of the Learner
 Design Activities

Gives the dough structure
Water
Active
Dry
Yeast
Starts the fermentation process
Hydrates the flour to form the dough
Controls the yeast
Sugar
Adds sweetness
&
Feeds the yeast
Adds color
Incorporates air
Retains moisture

Limbic System

• Student gets a copy of the recipe
• Silent reading (no questions) three minutes
• Students ask questions now
• Students prepare equipment list in groups
• Students write out the ingredients
• Teacher discusses the methodology

Class _________________
Group___________
Ingredients
__________________
__________________
__________________
__________________
__________________
__________________
___________________
Kitchen Plan
Recipe ______________________
Date ______
Equipment
___________________
___________________
___________________
___________________
___________________
___________________
___________________

• Select three students to work as a demo team to set up recipe
• Have students proceed :
1. Read recipe
2. Get the equipment
3. Measure the ingredients
PURPOSE: students perform part of the demo … which raises the level of interest for most while modeling.

Step by Step… the dough is prepared
• One student adds the ingredients as…
• Instructions are read aloud.
• Some students follow the recipe.
• A few take notes.
• Others prefer to observe
• Comments are and questions are addressed

Concrete sequential: learn well with step by step instruction
Abstract sequential: appreciate the rational & orderly demo

Eight to ten minutes by hand
Long enough to get equipment
Get back to the demo all standing
The feel & texture of the dough

Howard Gardner’s 8 Multiple Intelligences
• Verbal/ Linguistic
• Logical/Mathematical
• Visual/Spatial
• Bodily Kinesthetic
• Musical/Rhythmic
• Interpersonal
• Intrapersonal
• Naturalist

Closure is an opportunity provided by the teacher for the learners to process what they have just learned.
 It allows the student to reflect & internalize .
 Must make use of active participation .
 Can be covert &/or overt .
Please describe in your note book a vivid description of the texture of today’s yeast dough.
AND
What you will do to achieve that texture tomorrow?

• Sousa, D. (2001). How The Brain Learns. 2nd Edition.
California, Corwin Press, Inc.
• Gardner, H. (1983). Frames of Mind: The Theory of
Multiple Intelligences. New York: Basic Books.
• Gregorc, A. Ph.D. (1985). Style Delineator. Columbia CT.
Gregorc Associates, Inc.
• STAR – “ Strategies for Teaching Advancement in
Ramsey. Ramsey School District. Ramsey, NJ
• Anatomy of the Brainhttp://www.ahaf.org/alzdis/about/anatomybrain.htm