A logic model is a visual representation of the shared links between your program's resources, actions, outputs, results, and effect. Our logic model displays the link between the actions of our program and the desired outcomes. Learning happens because of the action, context, and culture in which it takes place (i.e., it is situated), Lave (1990). Situated learning involves students in cooperative activities where they are challenged to use their critical thinking abilities. Our learning platform embodies the theory of situated learning as social interaction is a key component. This is very different from traditional classroom learning however we have strategically positioned ourselves to be a supplementary resource to learners.
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The assumptions underlying Cook to Learn Mathematics are children that struggle to understand some of the topic areas in mathematics, parents who want to supplement their child’s curriculum and teachers that want to have additional resources that are fun and engaging for their students.
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INPUTS
The resources that are required are:
Research – This would be done on a periodic basis to determine the topics that need to be reinforced by students. A proper assessment would be done across the school’s curriculum to ensure that we are adequately meeting the needs of the students.
Technology – Ensuring that the platform is engaging at a time is very critical.
Money – Maintaining a learning platform can be very costly but we want it to be free to learners. Apart from corporate sponsors grant funding would be used to cover the expenses.
Curriculum Materials – We would ensure that their cohesion in the materials being placed on the platform as we know that curriculums vary across schools.
Staff - Our staff would include IT personnel, nutritionists, and teachers.
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OUTPUTS
The activities that we would produce consist of interactive games, assessment worksheets and the creation of meals (recipes) that are kid-friendly. Participation is required by parents, students, teachers, and stakeholders.
OUTCOMES
Short-term
Based on the responses given to the worksheet and game questions learning shortfalls can be identified. Feedback would be given to the student through the platform for areas they need to continue working on.
After consistently using the platform the learner’s knowledge would be increased in the various topic areas. It is hoped that they would develop a positive attitude towards mathematics and feel motivated to continue exploring the subject. As the learner creates the recipes their skills in the kitchen would be enhanced.
Medium-term
The ability to see mathematics in everyday life will occur over time. Activities in the classroom will no longer be symbolic properties and meanings of arithmetic but contribute to the cognitive behavior change of the learner. Their confidence will increase as they are gradually able to grasp the concepts without feeling an immense amount of pressure.
Long-term
The mindset of the learner in the long-term is expected to significantly change from that of defeat to one of triumph. Their understanding of mathematics overall will improve which can open the door for them to even explore the science, technology, engineering, and mathematics (STEM) track. As a bonus, their culinary skills would develop which would take them through adult life.
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Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
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Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.