Running head: DESIGN: THE PERFECT CUP OF COFFEE Design: The Perfect Cup of Coffee Team 4: Brent A. Jones, Ramaa Ravi, & Melissa M. Zucal Indiana University
CONTENTS Overview...3 Objectives of Instruction...3 Introductory Presentation of Instruction...6 Preface/Introduction to Coffee...7 Video and Worksheets...7 Roasting, grinding and brewing demonstrations with follow up practice...8 Group Presentation...9 Course Content...9 Activities...10 Blind taste test...10 Group discussion...10 Video introduction...10 Roasting and grinding practice...11 Brewing practice...11 Testing/Evaluation Plans...11 Motivational Strategies...11 Instructional Materials...13 References...14
Overview The design phase implies utilizing the output from the Analysis phase to plan a strategy for developing instruction. This phase specifies the goal i.e. what the learner will be able to do at the end of the instruction. It develops from the analysis phase and continues further. The condition under which the acquired knowledge will be displayed and the criteria by which successful performance will be judged is stated in this phase (Molenda, Pershing & Reigeluth, 2002). It starts with clearly stated objectives of instruction. The instructional objectives of the unit are fundamental to the development of focused, valid instructional materials. The practice activities and evaluation instruments are obtained from the objectives of enhancing learners knowledge of coffee making at home or at workplace. In addition to focused content, the materials are developed to address learners motivation and provide feedback. Objectives of Instruction The overall objectives are to help participants understand the coffee brewing process and teach them to prepare the type of coffee that suits their taste. Example slogans might include Coffee is Not Just a Destination Make the Journey Today, and Your Taste, Your World Coffee Creates Flavor-filled Fun. (coffeeguide.com) We have used the Expanded Performance Content Matrix Model by Merrill to illustrate the objectives of this instruction. 3
Content Fact Concept Principles and rules Procedure Performance Recall Define the objective measures of coffee quality Discuss all the brewing methods; the goal is to balance strength and yield. How much ground coffee should be used? How can coffee be kept hot and retain optimal flavor? 4 Application Ask the students to illustrate what in their understanding constitutes coffee quality. Experiment with different kinds of beans and various levels of roasting to realize the difference it makes to the final coffee taste. Examine and understand that brewed coffee is over 98 percent water; this is a measure of its strength--i.e., how much extracted coffee there is as a ratio to water. Differentiate the various types of drip brewers and the specific functionality associated with each. A list of the more common ones includes: Chemex brewers One-cup brewers Filter cone holders Espresso Percolator Microwave brewing Instant Filters Papers, metal, plastic, cloth, and glass A final note on brewing techniques, the categorizations above are, to some degree, a simplification, some brewing devices in one category are also akin to devices in a different one. Measure the amount of water that a standard "cup" of coffee requires, that is. six ounces (177 ml). State the SCAA's standard measure of ground coffee for this quantity of water, that is 10 grams (+/- 1 gram) or slightly over a third of an ounce (or, simply, two tablespoons). Identify the steps involved in making coffee, i.e. brewing a fresh batch whenever required. Demonstrate the various methods to keep coffee hot for shorter periods of time, example for travel - using a thermally insulated container; thus reducing the loss of the aromatics that constitute an essential part of the overall flavor. Insulated containers with glass internals, though somewhat delicate, have the least effect upon the coffee taste, followed by good quality stainless steel. Coffee with
Interpersonal Attitude How can coffee strength be managed? Be knowledgeable about making the various types of coffee. Be willing to draw a 5 quality stainless steel. Coffee with significant residual sediment, such as coffee brewed in a French press, fares less well when kept hot for extended periods; the sediment continues to extract, making the coffee bitter. Discuss the method to retain optimal flavor which is by holding the coffee at high temperatures, at least 170 degrees Fahrenheit. Direct heat e.g., via a warming plate should not be applied to brewed coffee, at least not for more than few minutes. State that continued heating will make the coffee turn bitter. This issue is primarily a concern for auto drip coffee makers; choose a model that dispenses into an insulated carafe over one that uses a warming plate. Reheating coffee in the microwave is controversial; the key issue may be the uneven heating microwaves are known for. Parts of the coffee that become too hot may taste unpleasant, thereby spoiling the cup as a whole. Demonstrate what constitutes strong and weak coffee since people may confuse "bitter" with being "strong." State the reasons why coffee is unpleasantly bitter, one cause may be that your grind is too fine for the steeping duration; use a coarser grind. A lower-quality grinder will also produce a lot of dust, which will make the coffee taste bitter. If the coffee is too coarse for the brewing technique, the coffee will be under extracted; use a finer grind. Explain why coffee isn't weak i.e. the taste is diluted. Mention the reasons, because many of the desirable flavor elements (which don't all extract at the same time) are still in the grounds and simply never made it to the brew. Practicing to make coffee often and getting to know the different tastes of the people gives more practice thus enhancing the knowledge of coffee making and brewing methods. There are various ways of making coffee. List some of the ways people prepare coffee i.e. the perfect cup, espresso coffee,
coffee. Be willing to draw a correlation between preparing tea and coffee i.e. the perfect cup, espresso coffee, cappuccino, Turkish coffee, cafetiere/french press, the vacuum pot, the drip filter, cold water brewer, and percolator (realcoffee.co.uk). Use a correlation to tea and understand the differences. Introductory Presentation of Instruction The classification of objectives in the expanded performance content matrix will identify the types of content in task analysis. Based on the content and performance, a sequencing strategy can be selected (Morrison, Ross & Kemp, 2004). The workshop consists of four units/segments: (1) preface/introduction to coffee, (2) video with corresponding pamphlet/workbook activities and follow up discussion, (3) roasting and brewing demonstrations with follow up practice, and (4) group presentation. The learners are expected to have basic knowledge about the activities they do at home in preparing beverages. This program is an initiative to teach participants about the various steps in preparing coffee. This program can be used by the instructor as an introductory course to the learner who has started a career with a cafeteria or restaurant. The program may also supplement the current methods being employed by the instructor to teach coffee making. It can also be used for additional knowledge and practice to enhance the learning. The instructor is expected to address the prerequisites that would be required for learning this unit. This would be informed by the instructor before scheduling the session. The required prerequisites by the students are the following: The ability to work independently and follow written and oral directions. 6
Ability to access the internet for additional knowledge Preface/Introduction to Coffee Several authors have pointed out the importance of a good introduction and getting learners attention. Morrison, Ross and Kemp (2005) state that, The initial presentation for an objective provides the learner with the information needed to achieve the objective. Before going into details regarding objectives, the instructor will conduct a blind taste test (explained below) to get participants thinking about what makes a good cup of coffee and the difference between subjective and objective criteria. Group discussion will also be used to elicit from participants their entry-level competencies and as a lead in to the various concepts and procedures related to coffee brewing. The objectives of the instruction shall be given to the learners by the instructor both verbally and by distributing a copy. This is to state the expectations of the learners at the end of the unit. Video and Worksheets The students are introduced to process of coffee making with the help of a video recording, The art of coffee: A consumer's home video guide to gourmet coffee and espresso (Bellissimo, Inc.). The video recording made by professionals who have trained thousands of gourmet coffee bar employees demonstrates the secrets of choosing and preparing great coffee and espresso at home. A narration shall follow the video explaining the important concepts. As and when required, the video presentation shall be interrupted for further clarifications and explanations by the instructor. Instructions will be given following the video presentation for further activities. The learners shall then explore the various types of beans and brewing types which affect the taste of 7
coffee. The learners will be provided with a list of websites where in they will be able to explore via the internet additional information on making the perfect cup of coffee. The worksheets can be used as assistance during the video presentation. Learners are allowed to record notes and answer questions on the worksheets during the presentation. Further readings are suggested by the instructor, two of which are: Perfect Cup: A Coffee Lover's Guide to Buying, Brewing and Tasting (Timothy James Castle) and Coffee: A Guide to Buying, Brewing, and Enjoying, Fifth Edition (Kenneth Davids). The participants are then divided into groups of three or four for a discussion. This discussion takes place after the video presentation. Learners are encouraged to discuss the various topics including the types of coffee beans, the methods of brewing and as to why brewing a fresh batch only when required is very important. To help the discussion, a few practice questions are presented to the learners by the instructor like identifying the differences between dry processing and wet processing, and the differences between the various decaffeination processes. The instructor suggests taking the help of the above mentioned books for a lively discussion. The idea of this group discussion is to enhance the ideas of making coffee and help the learners comprehend their learning. Roasting, grinding and brewing demonstrations with follow up practice Each step is demonstrated in isolation and then practiced by participants. This conforms to the instructional concepts of chunking and chaining. 8
Group Presentation Upon completion of the discussion and suggested readings, the instructor meets the students to apprise them of any questions. The instructor engages them in a class activity, by asking them to choose any two methods of preparing coffee and implement them in the class. This ensures that the learners have understood one to two methods of coffee preparation. Instructors will have students share answers from their records book and provide feedback as to the accuracy of their responses. Instructors will also answer any questions the learners may have. The instructors will review coffee making procedures and the safety procedures to be followed while engaging them in the same. Course Content This course includes a comprehensive overview of the coffee brewing together with a basic introduction to the different kinds of coffee beans, major coffee producing areas, roasting and grinding techniques and brewing methods. As mentioned above, this workshop is divided into four roughly-equal units/segments (note: the preface may be shorter than the others). The first unit/segment involves a blind taste test in which participants sample coffee prepared in various ways. This is followed by a short discussion of what constitutes a good cup of coffee. Despite the subjective nature of taste, students will be encouraged to begin considering coffee quality more objectively. The second unit/segment involves an introduction to the coffee brewing process via a video presentation and accompanying worksheets and is also followed up by group discussion. The third unit/segment will involve demonstrations of roasting, grinding and brewing by the instructor. Participants will have the opportunity to practice each step after the respective demonstration. The fourth and final unit/segment will be group presentations in which 9
participants work together as a team to demonstrate and explain each of steps in the brewing process. The constituent activities are explained here in detail. Activities Blind taste test Participants are presented with several unmarked cups of coffee (e.g. instant coffee, coffee that is too weak, bitter, cold, etc. and well-brewed coffee) and asked to comment. The instructor uses these comments to begin discussing coffee and the objective criteria coffee may be judged by. Getting participants active right away in meaningful tasks and minimizing the amount of passive forms of training are both part of a minimalist approach (Carroll, 1998). Group discussion Groups of three or four are formed and asked to share their opinions, experiences and preconceptions about coffee and then prepare a short report of the highlights of their discussion. Points raised in these reports are listed up for everyone to see and the instructor offers observations. The advantages of group discussion have been well documented. This approach is in many ways related to social constructivism (see, for example, Bandura, 1977, and Vygotsky, 1978). Video introduction The Art of Coffee (Bellissimo, Inc.) will be used to expand on some of the points raised in the Preface/Introduction to coffee. Worksheets will be used to focus participants attention on important concepts and procedures. These worksheets include matching tasks, fillin-the-blank exercises, multiple choice questions and true or false questions. 10
Roasting and grinding practice Participants will take turns practicing with various roasting methods including the stove-top roasting, roasting machines, and oven roasting. Participants will also have the opportunity to practice different grinds (fine, medium & coarse) for different brewing methods. The instructor will be available to answer questions and offer assistance when necessary. This practice will be based on scaffolding principles. Brewing practice Participants will practice various brewing methods including one-cup drip, machine drip, siphon method and espresso. They should understand the importance of using good water and boiling to the proper temperature (i.e. 90 95 C). Testing/Evaluation Plans Participants will be evaluated on the ability to (1) identify the major types of coffee beans and coffee producing regions, (2) describe and demonstrate at least two methods for roasting green coffee beans, (3) distinguish between different roasts, (4) describe and demonstrate how to grind roasted coffee beans, and (5) describe and demonstrate at least two methods of brewing. Evaluation will consist of (a) a short quiz with both multiple choice and short-answer questions, and (b) performance in roasting, grinding and brewing. Group presentations will provide the instructor opportunities to observe participants and evaluate their degree of understanding. Additionally, instructors can base part of their evaluation on peer evaluation sheets. Motivational Strategies Creating a pleasant environment, providing timely feedback, presenting organized material in meaningful ways is each a part of the motivational strategies for this workshop. Motivational 11
strategies in this course that also incorporate attention; relevance, confidence, and satisfaction are outlined below. This training module is designed with the adult learner in mind and focuses on collaborative and concrete activities. The workshop begins with its first segment that introduces the learner to the subject matter through a blind taste test. This method is used to gain participants attention and increase enthusiasm over the material to be covered. This workshop will incorporate many hands on activities providing those who learn best from doing an opportunity. Objectives will be discussed and provided to the learners through a handout distributed by the instructor so participants will know what knowledge they can expect to obtain from the workshop. A video presented in the second segment, which will satisfy both auditory and visual learners, introduces the learners to the coffee making process. Participants will have the opportunity to ask and have questions answered, recording those answers on the provided worksheet, providing learners needed feedback. Hands on activities are designed to build confidence with the coffee making procedure and the concepts discussed. Tasting the product they produce allows learners immediate individualized and group feedback. Learners will have numerous possibilities of peer affirmation through class discussions and activities presented in this course will lead to authentic application of the knowledge in the workshop. Satisfaction can be gained through the ability to brew the perfect cup of coffee not only for their individual taste, but others tastes as well. 12
Instructional Materials Properly prepared instructional materials are one of the sources to providing learners the environment they need to comprehend the instruction presented. Properly prepared instructors are important as well. All instructors will be required to complete the course prior to instructing learners. A tour of teaching facilities to familiarize instructors with the learning environment will be required as well. Instructors must have a firm grasp of the information in order to answer questions and make clarification as well as provide useful feedback to participants. A workshop manual, in the form of a spiral bound soft cover book, will be provided to instructors. This manual will consist of following materials: A list and detailed explanation of activities, key concepts, and procedures to be covered in the segments The amount of approximate time to allocate to each task in a segment order to keep the class on schedule A copy of the workshop objectives, with additional copies provided for class participants A copy of the worksheet used in class, with additional copies provided for class participants A copy the video to presented A description and inventory of the available workshop materials (i.e. rosters, grinders, cups, beans, ect.) present in the classroom A list of suggested discussion topics for guided discussion A contact sheet in case of an emergency or injury to a workshop participant 13
References (Not dated). The Art of Coffee: a Consumer's Home Guide to Gourmet Coffee and Espresso [Motion picture]. Bellissimo, Inc. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Carroll, J. M. (1998). Minimalism Beyond the Nurnberg Funnel. Cambridge, MA: MIT Press. Heinich, R., Molenda, M., Russell, J., & Smaldina, S. (2002). Instructional Media and Technology for Learning (7th ed.). Engelwood Cliffs, N.J: Prentice Hall. Molenda, M., Pershing, J., & Reigeluth, C. M. (1996). The ASTD Training and Development Handbook: Designing Instructional Systems (R. Craig, Ed.). New York: McGraw-Hill. Morrison, G., Ross, S., & Kemp, J. (2004). Designing Effective Instruction (4th ed.). Hoboken, New Jersey: John Wiley & Sons, Inc. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. The Roast and Post Company Ways of Making Coffee Retrieved October 11, 2005, from, http://www.realcoffee.co.uk/article.asp?cat=makingcoffee Coffee Storehouse Coffee Learning Index Retrieved October 11, 2005, from, http://www.coffeestorehouse.com/coffeelearningindex.htm The Fresh Market Quality Coffee: Premium Coffee from Crop to Cup Retrieved October 11, 2005, from, http://www.freshmarket.com/pages/coffee_quality.htm the-coffee-guide.com Coffee: Not Just a Destination-Make the Journey Today Retrieved October 11, 2005, from, http://www.the-coffee-guide.com/ The Coffee FAQ The Coffee FAQ: A site dedicated to coffee obsession Retrieved October 11, 2005, from, http://www.thecoffeefaq.com/ ezine @rticles How Do You Make a Perfect Cup of Coffee? Retrieved October 11, 2005, from, http://ezinearticles.com/?how-do-you-make-a-perfect-cup-of-coffee?&id=82171 14
Seven Bridges Cooperative Organic Home Coffee Roasting: the Basics of Home Roasting Retrieved October 11, 2005, from, http://www.breworganic.com/coffee/howtoroast.htm 15