To conclude, the learning content evolved from the activities and processes that
needed to be performed to operate a small food–service business. Students
learned one of six jobs, including the literacy activities associated with
each job. They then demonstrated their mastery of the job by teaching another
the same job. All of the learning materials in the coffee shop were directly
related to the functioning of the business, and, in turn, were materials
found in other similar settings. In addition to learning about the operation
of the coffee shop, students also developed personal knowledge about themselves
as they learned to work together towards a common goal. This knowledge,
or the soft skills, was in fact generated mostly by the students, and not the instructors.
Context
A description of the learning context in the coffee shop, like the classroom,
comprises both physical and non–physical elements. The physical elements
can be found in a description of the coffee shop space, which is a
former commercial kitchen in a vocational school. The non–physical elements are
the values, norms, and culture that are apparent in the setting, and
are described based on the activities that the students and instructors feel
are most important to learn.
The coffee shop was located in a former institutional cafeteria. The
cafeteria, typical of many in a high school setting, was equipped to
prepare and serve a wide range of lunch–time foods for staff and students. By the time
the employment preparation program took over the space, some of the existing appliances
had been removed or were in disrepair. In the food preparation area, the walk–in
fridge no longer worked and was used for dry storage, and the commercial
dishwasher was broken. The original skillet and stoves had been removed, and although
a warming stove was left, it was not used. Permanent fixtures such as stainless
steel cupboards, butcher block counters, an island with pot racks, large
double sinks, shelving, range hood, and drying counters were left intact.
In the serving area all permanent fixtures, such as the cupboards, counter, food warmers,
and glass cooler for self–serve items were intact. The cash register
had been removed, and the cooler along with the warming trays were not functioning. Start–up
money from the city's social assistance department was used to
purchase two stoves, a fridge, a washer and dryer, and a variety of baking tools and equipment.
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