Food Service. Post Secondary Curriculum Guide.

Autor/inn/en	Fitzpatrick, Beverley J.; und weitere
Institution	Georgia Univ., Athens. Div. of Vocational Education.
Titel	Food Service. Post Secondary Curriculum Guide.
Quelle	(1981), (423 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Disabilities; Educational Resources; Employment Potential; Experiential Learning; Facility Guidelines; Food Service; Job Skills; Learning Activities; Mainstreaming; Occupational Information; Postsecondary Education; Special Education; State Curriculum Guides; Vocational Education; Georgia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Handicap; Behinderung; Bildungsmittel; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Produktive Fertigkeit; Lernaktivität; Berufsinformation; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Rahmenlehrplan; Ausbildung; Berufsbildung
Abstract	This curriculum guide was designed for use in postsecondary food service education programs in Georgia. Its purpose is to provide for the development of entry level skills in food service in the areas of knowledge, theoretical structure, tool usage, diagnostic ability, related supportive skills, and occupational survival skills. The first two sections of 10 explain the philosophy and objectives of state and local vocational education, and of the guide. In section 3, the occupational field of food service is described; and employability skills, student exit points, and tasks cross referenced to the Dictionary of Occupational Titles are listed. The curriculum structure and course outline are provided in section 4, while section 5, the main part of the guide, provides unit guides for each task to be taught. (For each task, a task description, student performance objective, suggested instructional activities, instructional materials, evaluation sections, suggested classroom hours, and related instruction tasks are included.) Section 6 contains references and resources, while student record forms comprise section 7. Following suggestions for working with special needs students (section 8), the guide concludes with a facility layout for a learning resource center and a laboratory, and definitions of terms (sections 9 and 10). (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC