39-Incorporating FCCLA Into FCS Classes With Alaina Tharp
39-Incorporating FCCLA Into FCS Classes With Alaina Tharp

39-Incorporating FCCLA Into FCS Classes With Alaina Tharp

Oluwabukunmi Adeaga

40 min
Kids
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Description

<p><strong>SHOWNOTES:</strong></p><p> •   I'm working on gamifying my global foods class. So, I'm working with a couple of other teachers in Ohio.. One I'm working with today, we know we both love Tricia Richmond, and we've taken some of her ideas  and have kind of sparked a hopefully new change for global food. So that's the one that I feel like I struggle with the most teaching. I don't have a lot of trial experience, so being able to give the kids opportunity to travel virtually or in our classroom is really exciting to me, try new things. (1:23)</p><p>• So we are sort of blended,  I have designated remote learners and designated face-to-face learners. We do have a unique situation where our kids can go remote as needed, so we do have kids are face-to-face, and then the next day they're remote and then maybe the next day they're back. So we're definitely trying to make this so that it is kind of fluid that it goes hand-in-hand, just if your remote learner, you're able to connect with the kids that are in class, so we're hoping that it includes everybody, and if we have to go remote for some reason, it's easily to transferable, just strictly virtual learning.  (4:26)</p><p>• I've given them a little kind of prompt where I want this food to be vegetarian-friendly, so pick a recipe and make it so that someone who follows a vegetarian diet of tailor to them, and they have to look at the packaging, they have to look at the processing, they're looking at cost analysis, so essentially, I would typically normally assign that one food innovations in that class, which just this year, we're just kind of falling behind a little bit, that I've given the kids the option.  (14:17)</p><p>• I've caught myself before kind of getting frustrated when we have lots of late work, and then you have to kinda look at it like, Hey, these kids are 14, 15, 16, some of them maybe 13, maybe you're even teaching middle score, you have 12-year-olds in your class, and we're expecting them to perform how they perform it help or here at school.

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