If you are studying for the CSS Exam, are a cocktail-savvy mixologist, or just a wanna-be master of the drink, it is time to test your knowledge of Liqueurs and Cordials.

The Bubbly Professor has just posted the first-ever “On-line Cordial Quiz”!!!

To access the quiz, just click on this link:

http://www.classroomclipboard.com/487949

The password for the Review of Liqueurs and Cordials is:  Cordial

You will be able to see your results immediately, and if you would like me to send you a print out of your corrected quiz, just send me an email:  missjane@prodigy.net

Good Luck!

Don’t stop now!! At the end of every month, I’ll be posting 100-question review tests for the CSS, CSW, or CWE!!

If you are studying for a CSW, WSET, ISG, IWG, any other wine Exam, or perhaps you just wannabe a Wine God, today is your day to dig down deep into your studies and assess how you are doing. 

Just click on the link below and you will find a 100-question wine review test directed to those of you studying at the “Level 1″ or CSW level.  You’ll also find shorter quizzes designed to test your knowledge of viticulture, wine production, and the wines of several major wine-producing countries.

http://www.classroomclipboard.com/470378

The name of this quiz and the password are:

The Bubbly Prof’s 100-Question CSW Review:  CSW100

If you would like a password to any othe the other quizzes you will find on my site, just send me a request via email to:  missjane@prodigy.net.

After you take a quiz or test, you will be able to see your score immediately.  If you would like me to send you a copy of your corrected test, just send me an email.  I’ll also look it over and make some recommendations for future study, if you like.

Warning:  These tests are challenging! If you pass these quizzes with flying colors you are, in the humble opinion of The Bubbly Professor, doing very well in your wine studies and ready to tackle the CSW or any other level-1 or 2 wine exam out there.

Some hints – Study the following topics:

• The geography of the wine world (rivers, oceans, mountains, even cities)
• Grape vaieties, their native homes, international varieties, what thrives where, and don’t forget all the different names for the leading grape varieties.
• The types and styles of leading wines – Sherry, Champagne, Chianti, Rioja, and as you know the list goes on!
• The aging requirements for certain types of wine.
• The definition of certain label terms – Crianza, Reserva, Superiore, etc.
• Anything else about wine!

Note:  New quizzes are added all the time, and previously posted quizzes are always being updated and refreshed, so you may need to check back on this site for a new password if you plan on revisiting a quiz or test in the future.

Good luck with your studies!!

Do you remember what it was like when you were trying to memorize the names of the different Champagne bottle sizes for your CSW exam?  You studied and studied, only to forget the terms by the next day.  Finally, you dreamed up a silly mnemonic device such as “Mary Jackson makes small boys nervous.”

Brilliant!!  Now you can remember M-J-M-S-B-N…in other words, the perfect sequence of:

• Magnum
• Jeroboam
• Methuselah
• Salmanazar
• Balthazar
• Nebuchadnezzer

Congratulations! What you did was trick your brain, and while it may have helped you pass your CSW exam, it did nothing to help you really know and understand the relevance of the different sizes of the bottles. In order to do that, you would really have to experience them.  I suggest buying one of each bottle size of your favorite Champagne, and on subsequent nights, consume the entire thing while both taking pictures and keeping an on-line journal of your thoughts. (What do you mean, that’s not practical?)  Never fear, there is an easier way.

As the Bubbly Professor, I am not here to criticize your study habits, but I am interested in just why it is so much easier to remember a sentence than it is to memorize a string of seemingly unconnected data, and how we might use such information to make our teaching and learning more effective.

It boils down to one word:  Schema.  Schema is a powerful learning concept which has been discussed in the context of educational psychology since Dr. Frederic Bartlett coined the term in the 1800’s – although if you study the educational practices of the Ancient Greeks you can clearly see that they were wise to it as well.

Schema is one of the factors of the educational process that can determine – in the first few seconds of learning – whether or not something that is being perceived will actually be remembered, and more importantly, understood.  A schema is a type of mental framework – a way of organizing thoughts around some aspect of the world. Schema involves prior knowledge, the structure of that knowledge, and the way we fit new knowledge into our “world.” 

Simply put, the brain is just not wired to remember random words, numbers, or details out of context. One of the best methods for getting students to remember details is to tell them the meaning, context, or conclusion of the material before you present the details – in other words, introduce a schema.  

According to research, (thank you, Dr. R.C. Anderson),  triggering a schema around a moment of learning can increase retention and comprehension of the salient details by between 50 and 100%.

So, how do we harness this knowledge and turn it into teaching power? 

Here are three tips:

Teach meaning before details.

As we have experienced, the brain is just not wired to remember random words, numbers, or details out of context.  To help your students remember details,   tell them the meaning, context, or conclusion of the material before you present the details.

In 2005, I did a little classroom experiment in my “Wines of France” class concerning the “facts and figures” of Beaujolais. Over the course of a year, 500 students were taught the details of the wine before the historical story of the wine, and another group of 500 were taught the story before the details.  In other words, the second group of 500 was provided with a schema. 

The results:  students who were taught the details of the wine before the telling of the story got a total of 68% of the questions on a pop quiz given the following day correct.  The students who were told the story before being told the details of the wine got a total of 91% of the answers correct.  While both figures could demonstrate the effectiveness of narrative as a teaching device, the students who were taught the meaning before the details did significantly better.

Use the power of three.

One of the easiest ways to set up a schema is to use pattern recognition using the “power of three.”  Three is the minimum number of items the brain needs to see before it recognizes a pattern,in other words, invokes a schema.  In addition, three details or “chunks” of information sit well within the limits of working memory.

It’s easy to think of dozens of examples of this concept in use in popular culture, literature, and oration.  For example:

• Lions, and tigers, and bears (oh my!)
• Sex, Lies, and Videotape
• Location, Location, Location
• Friends, Romans, Countrymen…
• Three bears, three wishes, three graces.  Now you know why there are three!

A great tip to put this power to use is to start a session off with the statement: “Today, I want you to remember three things.”  Everyone can remember three things, it doesn’t sound too hard.  Then, it’s your job to “chunk” all your “facts and figures” into three meaningful chunks – now known as “schemata.” 

DIY Schema

Since prior knowledge is essential for the comprehension of new information, teachers either need to help students build the prerequisite knowledge, or remind them of what they already know before introducing new material. 

You might have to get creative with this, but with the subject of food and wine it is often possible to find references to our subject matter in pop culture, movies, television, and even songs. 

Another great teaching tip is to create your own set of schema by purposely “injecting” your classes or sessions with references to future material.  It takes some deliberate effort, but your students will appreciate your efforts – whether they are aware of them or not!

If you are studying for a CSW, CWE, WSET, ISG, IWG, any other wine Exam, or just wannabe a Wine God, today is the day to test your knowledge on the wines of Spain!

Just click on the link below and you will find two review quizzes covering the wines of Spain.  There is one directed to those of you studying at the “Level 1″ or CSW level, and another for those of you attempting the CWE or other more advanced exams. 

Warning:  They are both hard!!! If you pass these quizzes with flying colors you are, in the humble opinion of The Bubbly Professor, doing very well on your study of Spanish wines!!

http://www.classroomclipboard.com/470378

The passwords for this week’s quizzes are:

The Wines of Spain – Level 1 or CSW Review: Spain15

The Wines of Spain – Advanced or CWE Review: Spain50

Some hints - Study the following topics:

• The geography of Spain (rivers, oceans, mountains, even cities)
• Native grapes of Spain (don’t forget all the different names for the leading grape varieties)
• The types and styles of Sherry
• The aging requirements for Crianza, Reserva, Gran Reserva, etc.
• The sub-regions of Rioja
• The iconic wines of Spain (Vega Sicilia, Lopez de Heredia, Priorat, Cava, etc.)
• The DOC and DOCa…and anything else about Spanish Wine!!

You will be able to see your score immediately, and if you would like me to send you a copy of your corrected test, just send me an email at:  missjane@prodigy.net.

If you are using the CSW Study Guide, you will note that all of the questions from the CSW Review Quiz correspond to material in Chapter 13…and the material for the CWE follows the same material, but goes above and beyond!!!

Coming next week:  100-question review tests! 

¡Buena Suerte!

Note:  All quizzes will refresh at the first of each month!! 

It is a proven fact that the use of storytelling – called “the narrative approach” in teaching lingo – is one of the most effective ways to add interest and engagement to a presentation.  Storytelling works in just about any educational platform from lecture to discussion to on-line, and can help you reach your audience on both an intellectual and emotional level.  A well-placed story can make theories or abstract ideas concrete and accessible, can spark interest in new material, and can help students memorize facts.

To put it simply, properly used, storytelling is a great teaching method.   I’ve used storytelling as a teaching method for decades, and would love to share with you all some of the specific ways I use stories.  Hopefully, some of them will make sense to you and you’ll be able to use them in your teaching career as well.

Use stories to spark interest when introducing a new concept.

Familiar stories, especially those from literature, movies, or popular culture, can be useful to ease the transition into a totally new subject matter. I use the familiar Edgar Allen Poe story “The Cask of Amontillado” as an introduction to the subject of Sherry. Despite its status as one of the world’s leading wines, Sherry is a very foreign subject to most of my culinary school students, and Amontillado is the only real Sherry they have ever heard of, even if they do not yet know what that means or why it matters! 

 Use stories to “sum up” the subject matter at the end of a presentation.

After a long, information-packed class, I like to tell a story to tie all the  information together and re-energize the students about the subject matter  before I conclude the class.  Some of my favorite stories and topics to use include Chianti and the Story of “The Hungry Black Rooster,” Charles Heidsieck and “Champagne Charlie,” and The History of Hungarian Wine and “Bull’s Blood.”  All of these wine stories can be found on this blog…just look  under the category “Tales of the Vine.”

Use stories as a “repetition” of important facts or concepts.

After I tell a  lecture or assign a reading that involves certain basic facts that are very important for students to remember (in other words, just about every class), I try to “weave” those facts into a historical or fictional story.  I find this to be one of my most effective methods for “pouring facts” into  my students. 

I often use the story of Emperor Charlemagne and the Vineyard of Corton-Charlemagne to prompt memory of the basic facts of Burgundy Wine, such as the type of grapes permitted, the many different vineyard names and the vineyard classifications.  Another cool trick is to tell the story at the beginnng of class – including all the pertinent facts, and re-tell the story at the end of class, but this time have the student “fill in” the facts for you. It’s a kind of “story-based quiz.”  

Use stories to tie new concepts to something students already know.

It’s a proven educational fact that all new knowledge if built off of information already in long-term memory. (Check back for a post on Constructivism as a paradigm for teaching and learning - if you dare!) Thus, tying new information to something students already know will increase their interest, engagement, and memory potential immensly.  If you can find  something in popular culture that your audience enjoys (such as a song, television show, or movie) that involves your subject matter, you have hit the jackpot, educationally speaking!

You can use the familiarity (dare I say popularity?) of Dom Perignon, Veuve Cliquot, or Cristal to interest your audience in the story of Champagne. Use the stories to spark interest in grapes, production method, and aging underground. It wil make terms like “sur lie aging” and “assemblage” much more interesting.  I have even used scenes from “James Bond” movies that feature Champagne to peak my audience’s interest in the science of the wine.  There are some awesome James Bond movie posters featuring Champagne out there you can use as visuals as well.

Use stories to engage or “wake up” your audience at any time.

Before you begin a course, seminar, or sales pitch, be armed with at least a few stories that relate to your subject.  Then, if you ever sense your audience losing interest, hit them with a story.  It’s bound to re-invigorate your talk! 

Remember, storytelling is one of the oldest forms of teaching. 

With all our brain-based science, educational psychology, and cognitive philosophies, one thing we have learned is Aristotle was right - stories are a great way to engage, inspire, and teach our students and our selves!

For more great ideas about stories to use in teaching wine, check under the “Tales of the Vine” category on this blog.

If you are studying for the CSS Exam, it is time to test your knowledge of Gin!!

The Bubbly Professor has just posted the first-ever “On-line Gin Quiz”!!!

To access the quiz, just click on this link:

http://www.classroomclipboard.com/470378

The password for the Gin Review is:  Gin30

You will be able to see your results immediately, and if you would like me to send you a print out of your corrected quiz, just send me an email:  missjane@prodigy.net

Good Luck!

Don’t stop now!! At the end of every month, I’ll be posting 100-question review tests for the CSS, CSW, and CWE!!

Mulderbosch Rosé of Cabernet Sauvignon 2011 – Coastal Region (Western Cape), South Africa  

A sip of this beautiful, watermelon pink dry rosé is as refreshing as falling – fully clothed, including shoes – into a clear mountain lake.

Domaine Tempier Bandol Rosé 2010 

Like a big, muscular, hunky red Bandol…just standing there with its shirt off, looking straight at you and grinning.

Soter Brut Rosé 2006 – Yamhill-Carlton, (Northern Willamette Valley) Oregon

A taste of this amazing wine feels like a thousand tiny, naked angels  caressing your tongue with feathers dipped in cherry blossom  love.

Happy Valentine’s Day from the Bubbly Professor! 

If you are studying for the CSW or the CWE Exam, today is the day to test your knowledge on the wines of France!

Just click on the link below and you will find two review quizzes covering the wines of France.  There is one directed to those of you studying at the CSW level, and another for those of you attempting the CWE. 

Warning:  They are both hard!!! If you pass these quizzes with flying colors you are, in the humble opinion of The Bubbly Professor, doing very well on your study of French wines!!

http://www.classroomclipboard.com/470378

The passwords for this week’s quizzes are:

The Wines of France – CSW Review: France22

The Wines of France – CWE Review: France25

You will be able to see your score immediately, and if you would like me to send you a copy of your corrected test, just send me an email at:  missjane@prodigy.net.

If you are using the CSW Study Guide, you will note that all of the questions from the CSW Review Quiz correspond to material in Chapter 11…and the material for the CWE follows the same material, but goes above and beyond!!!

Coming next week:  One more for the CSS crowd…a quiz on Gin!!

Bonne chance!

Note:  All quizzes will refresh at the first of each month!! 

I always find it amusing when I get bored in a wine seminar.  After all, there is nothing I am more fascinated by than wine.  I have spent my entire adult life learning about and enjoying wine.  I teach wine for a living, and then in my free time go to wineries, wine tastings and wine stores.  And yet, I find myself falling asleep at a wine seminar!

What gives?  I am extremely interested in the subject at hand, and yet the speaker can lull me to sleep.  Most likely, I am being subject to a speaker that is only engaging a a mere segment  of my mind.  Most seminars include speaking (zzzzzz……………) which only engages a little area on the left side of my brain called “Wernicke’s Area.”  If you have ever heard the (not quite true) cliché that we only use 10% of our brain power, this is one situation where it makes sense.  Anyone sitting and listening to a speaker is only about 10% engaged, and the other 90% is probably either falling asleep or writing a grocery list.

To approach maximum engagement, we need to teach to the whole brain.  Luckily, modern science has given us the tools to do so.  We know now that we can teach to six separate-yet-connected parts of the brain, each controlling a different aspect of attention, cognitive processing and memory.  We also know the specific teaching techniques to use to keep all six of these areas of the brain firing on all cylinders. 

To be a practitioner of Whole Brain Teaching, work on including these six elements in your teaching:

Listening –This one is easy, as just about all teaching involves a speaker, which forces our audience to listen.  Listening is controlled by Wernicke’s area on the left side of the brain. This one is a given…however, to be a whole brain teacher, you need to move well beyond listening.

Visual – The visual cortex uses over half of the brain’s energy and is a powerful tool for both learning and engagement.  Most teachers and speakers these days use what they consider visual elements in their teaching with power point slides, white boards, and handouts.  However…words on a screen or a written handout are not true visuals!  Words on a screen or written documents are not “processed” by the brain in the same way a picture is.  When you see words on a screen you read them to yourself, and the data is processed by the verbal (listening) side of the brain.   To enhance learning and not distract the learner, make sure your visuals are true visuals – meaning pictures or graphs.  

Critical Thinking – Our brains are kind enough to give us a pleasurable “rush” of dopamine when we solve a problem.  It’s the reason that so many people like to do crossword puzzles and play Sudoku. It’s also the reason why you feel so good when your figure out how to stop the faucet from leaking or change the battery in your car.  The real rush comes from not just getting it done but the fact that you figured it out.  To put this in an educational context, remember that just sitting and listening can get very boring…but you can keep your students in the flow of what scientists call “reward-driven learning” by stimulating their pre-frontal cortex…that part of the brain that handles thought processes that involve decision making, compare and contrast, explanations, examples, and schema.  The point is to allow your students to solve a “mental puzzle” related to the subject at hand.

Movement – You can stimulate the very powerful motor cortex by adding gestures and movement to your teaching.  It may seem a bit silly, but kinetic memories are among the strongest memories.  You never really forget how to walk or ride a bike!

Speaking – Let your students talk! Adding active speech to your classes, whether from discussion or recitation, spark’s the brain region known as “Broca’s area” and is an excellent tool for engagement.  Breaking the students into small groups or even teams of two and having them relate back key points of the class, quiz each other or even “teach” each other for one or two minutes is an excellent way to bring speaking into class as a directed activity.

Emotions – The limbic system, at the center of the brain, controls emotions and emotional memories.  If you leave out the emotions, you have “hollow brain teaching”!  Use emotionally competent stimuli to invoke humor, curiosity, outrage, awe, nostalgia…any emotion will do!

Remember, the more you can use these six activities…the more you will be teaching to the whole brain…and the more your students will enjoy and remember your class.  Good Luck!

If you are studying for the CSS Exam, it is your lucky day!!

The Bubbly Professor has just posted the first-ever “On-line CSS Review Quizzwa”.

There are many more to come, but today we published two quizzes – one on the topic of distillation and spirits in general, and one on all types of whisky (whiskey). If you are using a CSS Study Guide, you will note that these quizzes follow units one and two.

To access a quiz, just click on this link:

http://www.classroomclipboard.com/487949

The password for the Distillation and Spirits quiz is:  Spirit20

The password for the Whisky (Whiskey) quiz is:  Whisk35

You will be able to see your results immediately, and if you would like me to send you a print out of your corrected quiz, just send me an email:  missjane@prodigy.net

Good Luck…don’t study too hard!!