Guidelines for planning, implementing, and evaluating the teaching-learning process in gastronomy

Description

/ 6 GUIDELINES FOR PLANNING, IMPLEMENTING, AND EVALUATING THE TEACHING-LEARNING PROCESS IN GASTRONOMY Field of invention

[001] This patent application relates to the technical sector of teaching and learning, with emphasis on the development of didactic tools and methodologies applicable to the practical teaching of Gastronomy. More specifically, the invention concerns a Toolkit that integrates guidelines and instruments for the planning, execution and evaluation of practical classes in kitchen laboratories. Fundamentals of the invention

[002] Practical gastronomy teaching in academic settings is predominantly carried out through some traditional and fragmented methods, which are based on empirical experiences and have a scarcity of teaching materials. Historically, gastronomy education has been based on traditional teaching methods, such as the "learning by doing" of old European chefs. However, the absence of a specific approach to the teaching-learning process in practical gastronomy classes requires educators to develop their own content, structure, and methodology, as they deem most appropriate (Christensen; Stuart, 2019). The scientific literature points to the need for changes in the teaching-learning process in gastronomy, with a view to improving technical knowledge (Miacci; Daloia, 2020). However, little methodological evidence details how gastronomy teaching is conducted at the university level (Fisher; Louw, 2020).

[003] Several guides and manuals have been developed to assist in the preparation of lesson plans, the management of activities in kitchen laboratories, and the evaluation of students; however, these resources generally address specific aspects without offering a systematic integration between the planning, execution, and evaluation of the teaching-learning process. Furthermore, the literature indicates that most available resources lack the flexibility to adapt to diverse contexts. Petition 870250074813, dated 08 / 24 / 2025, page 8 / 15 2 / 6 pedagogical needs and the different learning styles of students. Such materials, although useful in certain circumstances, fail to comprehensively and integrally meet the demands of practical culinary education, which highlights a significant gap in the state of the art.

[004] In the meantime, a fundamental technical problem persists: the absence of a unified system that integrates the planning, execution, and evaluation stages of practical cooking classes in Gastronomy. This fragmentation makes it difficult for teachers to implement a cohesive pedagogical methodology, compromising the quality and efficiency of teaching. The proposed invention solves this problem by offering an integrated set of guidelines, tools, and methodologies that cover all phases of the teaching-learning process in practical cooking classes. The Toolkit presents significant technical advantages, such as greater efficiency in planning, better use of teaching resources, flexible adaptation to different educational contexts, and the promotion of continuous and formative assessment.These benefits result in a more robust training program aligned with the needs of the contemporary gastronomic sector, providing teachers with an innovative tool that raises the quality of teaching and, consequently, the performance of students. Brief description of the drawings

[005] Figure 1 presents an overview of the material, which includes: 1) Instruction Sheet; 2) Guide 1 - Before Class; 3) Guide 2 - During Class; 3) Guide 3 - After Class; 4) Teaching Plan; 5) Lesson Plan; 6) Food Technical Data Sheet; 7) Formative Assessment Instrument and 8) Observational Assessment Instrument. The Toolkit is available in its entirety via the QR Code shown in Figure 1, and the hyperlink available in footnote1.

[006] Figure 2 illustrates the Instruction Sheet for Use, demonstrated visually in mockups and in short explanatory texts, structured in four steps. Figure 3 shows the structure of Guide 1 - Before Class. 1https: / / encurtador.com.br / EGpFu Petition 870250074813, dated 08 / 24 / 2025, page 9 / 15 / 6 Figure 4 shows the structure of Guide 2 - During the Class. Figure 5 shows the structure of Guide 3 - After Class. Description of the invention

[007] The proposed invention relates to a Toolkit for the practical teaching of Gastronomy, called Guides for the Planning, Execution and Evaluation of the teaching-learning process in Gastronomy, which aims to improve the teaching-learning process in practical cooking classes, therefore addressing the planning, execution and evaluation phases in the educational context of Gastronomy. It is an integrated educational tool, composed of guidelines, teaching methodologies, assessment instruments and teaching resources, forming a fluid and adaptable process for different levels of education.

[008] The invention offers a structured and systemic model that helps teachers develop efficient practical classes, ensuring the organization of the content to be covered and guaranteeing that learning goals are achieved effectively. The invention addresses a single inventive concept: the creation of a complete and integrated teaching process for practical gastronomy classes. The technical problem that the invention solves is the lack of a cohesive, procedural, and well-defined methodology that can systematize the different stages of teaching, from planning to evaluation. This concept is not addressed in an integrated way in the few existing solutions, which are often fragmented or lack the flexibility to be adapted to different contexts.

[009] The innovative solution proposed here fills this gap, offering a flexible and comprehensive format, allowing teachers and students to benefit from a well-structured educational experience. In terms of feasibility, the Toolkit can be adapted to various educational environments and teaching levels. Furthermore, it can be adapted to different teacher profiles, from beginners to the most experienced professionals, being a contemporary tool that responds to the educational demands of the 21st century, and at the same time, offers a horizon of pedagogical innovation. Petition 870250074813, dated 08 / 24 / 2025, page 10 / 15 / 6

[010] The material consists of three interrelated guides, each focused on a distinct stage of the educational process: Guide 1 - Before Class, which covers didactic-pedagogical and operational planning; Guide 2 - During Class, which guides the practical execution of activities in the kitchen laboratory; and Guide 3 - After Class, which focuses on evaluation and reflection on the results of the practices. Each guide is subdivided into several dimensions that address critical aspects, such as defining objectives, organizing resources, activating prior knowledge, applying active methodologies, and continuous assessment strategies.

[011] In Guide 1 - Before the Class, the Toolkit guides teachers in meticulously structuring their lesson plans, defining clear objectives, selecting the necessary teaching materials and resources, and establishing a schedule that facilitates practical execution. This guide also provides lesson plan and teaching templates, allowing planning to be carried out in an organized manner and adaptable to the specific needs of each class.

[012] Guide 2 - During Class presents guidelines for the effective conduct of practical activities, emphasizing the integration between theory and practice, the application of culinary techniques, and the management of time and resources. It provides teachers with strategies to monitor student performance, offer immediate feedback, and foster a collaborative and dynamic environment.

[013] Guide 3 - After Class focuses on the evaluation and reflection of teaching and learning processes. It guides teachers in the use of assessment methods that include both summative and formative approaches, allowing the identification of facilitators and obstacles, and promoting the review and continuous improvement of lesson plans.

[014] The Toolkit offers significant advantages, such as the flexibility to be adapted to different educational contexts and the integration of various stages of practical teaching in Gastronomy, which makes it a robust tool to improve the quality of teaching. All the essential information for teachers to reproduce and apply the invention is described clearly and precisely. Petition 870250074813, dated 08 / 24 / 2025, page 11 / 15 / 6 Examples of embodiments of the invention

[015] The invention described herein can be implemented in various ways, according to the needs and educational context. Below are examples of the main ways of implementing and applying the invention, highlighting the preferred method of implementation.

[016] The preferred way to embody the invention is through its complete implementation, consisting of three main guides – Planning (Guide 1 – Before the Lesson), Lesson Execution (Guide 2 – During the Lesson), and Evaluation (Guide 3 – After the Lesson). These guides are digitally organized and accessible to teachers, allowing for easy modification and adaptation according to different teaching levels and pedagogical approaches. Guide 1, for example, can be implemented using templates that the teacher can fill out to structure their lessons, plan the necessary resources, and determine learning objectives. Guide 2 contains detailed task routines and procedures for practical lessons, allowing for efficient organization and constant monitoring of student progress. Guide 3 includes associated tools, such as evaluation sheets and feedback methods.

[017] These elements together constitute the virtuous realization of the invention. Other forms of realization can also be implemented in printed versions. This version can consist of manuals in physical format, presenting the guides and tools to be applied by teachers. As in the digital version, the information is structured in a clear, adaptable and easily processed way by educators.

[018] In an implementation scenario, usage evaluations were conducted to demonstrate the tool's efficiency. The results of these tests show a higher level of satisfaction among teachers using the Toolkit compared to traditional educational methods. The research results are corroborated by the participants' satisfaction, who positively evaluate the invention. “This tool will undoubtedly be a valuable asset for all professionals involved in the field of education, especially those dedicated to Experiential and Simulation Practices. It is with great satisfaction that I acknowledge the privilege of having been selected. Petition 870250074813, dated 08 / 24 / 2025, page 12 / 15 / 6 in this study (...)” (Participant 1). “Congratulations on the excellent work!” (Participant 2). “A very well-structured and complex tool. We know that teaching a gastronomy class involves many steps, and the tool excellently covers these steps. Congratulations on the work.” (Participant 4). Petition 870250074813, dated 08 / 24 / 2025, page 13 / 15

Claims

1 / 2 CLAIMS 1. METHOD FOR PLANNING, EXECUTING AND EVALUATING THE TEACHING-LEARNING PROCESS IN PRACTICAL GASTRONOMY CLASSES, characterized by including the stages of diagnosis, pedagogical structuring, definition of teaching methodologies, practical application and evaluation of the performance of teachers and students, being implemented through a Toolkit that systematizes the guidelines and didactic procedures.

2. METHOD, according to claim 1, characterized by carrying out a diagnosis with the collection of data on the main challenges and needs of gastronomy education, considering the perceptions of teachers and students.

3. METHOD, according to claim 1, characterized by including pedagogical structuring based on the definition of learning objectives, selection of content, and alignment of methodological strategies compatible with the context of culinary education.

4. METHOD, according to claim 1, characterized by using teaching methodologies such as problem-based learning (PBL), collaborative learning, and blended learning strategies to enhance students' practical experience.

5. METHOD, according to claim 1, characterized by an integrated evaluation system that encompasses the analysis of student performance based on previously established criteria and self-evaluation for continuous improvement of the teaching-learning process.

6. TOOL TO SUPPORT TEACHING PRACTICE IN PRACTICAL COOKING CLASSES, characterized as a Toolkit composed of guidelines, instruments, and teaching resources that assist in the planning, execution, and evaluation of practical classes in gastronomy education. Petition 870250074813, dated 08 / 24 / 2025, page 6 / 15 2 / 2 7. TOOL, according to claim 6, characterized by containing a structured set of pedagogical guidelines based on various teaching methodologies to enhance the practical experience of students.

8. TOOL, according to claim 6, characterized by including learning assessment instruments, allowing the measurement of student progress and the analysis of the impact of the strategies adopted.

9. TOOL, according to claim 6, characterized by being adaptable to different educational contexts, allowing its application in technical, undergraduate and continuing education courses in gastronomy.

10. GUIDE FOR TEACHERS IN PRACTICAL COOKING CLASSES, characterized by providing structured guidelines for the planning, execution, and evaluation of teaching and learning, assisting teachers in applying teaching methodologies, organizing content, and developing assessment strategies in the gastronomic context.

11. A GUIDE, according to claim 10, characterized by containing lesson plan templates and suggestions for practical activities to facilitate the structuring of cooking classes.

12. GUIDE, according to claim 10, characterized by presenting case studies and best practices based on real experiences in gastronomic education, providing a basis for the continuous improvement of teaching practice.

13. GUIDE, according to claim 10, characterized by including a set of instruments for formative and summative assessment of student performance in practical classes.

14. GUIDE, according to claim 10, characterized by allowing its adaptation to different levels of education, including technical, undergraduate and continuing education courses in the field of gastronomy. Petition 870250074813, dated 08 / 24 / 2025, page 7 / 15

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