Shampooing , conditioning , and draping Cosmetology V. Jordan-Spencer December 3-7. 2018 Shampooing , conditioning , and draping Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

From which standard is today’s learning taken? Shampooing, conditioning, and draping. 25.) Describe the techniques and benefits used in proper scalp care, shampooing, conditioning, and draping by demonstrating on illustrative models and/or writing informative texts as it relates to the following: a. Massage and specialized treatments b. Hair brushing c. Shampoo and conditioning services d. Professional draping TODAY’S TASK: 100% of the students will ANALYZE the various types shampoo products and then CREATE a vibrant informational artifact (e.g., a brochure, poster, fact sheet, narrative, or presentation clay model)that Explains how to choose the proper product for that hair’s type in an informercial (2 min. Video). Students will NOT view this slide. This slide is for lesson planning purposes ONLY. Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board. Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard. TODAY’S TASK will be the last assignment (ticket-out the door) that students complete. TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity. TODAY’S TASK is written using a verb from two different levels of Bloom’s (analysis, synthesis, and evaluation) Bold and underline the synthesis and evaluation level verbs you use in the task. *In the ANALYSIS level of Bloom’s, students break down objects or ideas into simpler parts and find evidence to support generalizations. The verbs to use in this level are: analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test *In the SYNTHESIS level of Bloom’s, students compile component ideas into a new whole or propose alternative solutions. The verbs to use in this level are: arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, develop, devise, explain, formulate, generate, plan, prepare, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write *In the EVALUATION level of Bloom’s, students make and defend judgments based on internal evidence or external criteria. The verbs to use in this level are: appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

Questions (be sure to read the definitions for each level to make sure your question causes students to perform at the intended level – T3, T4, T5, and T6 are addressed with questions) Question Level Write the question(s) you will ask from this level of Bloom’s? What part of the lesson will this happen? What questioning strategy will you use when you ask this question? Knowledge List five different brands of shampoo. Bellwork Discussion Ask question first before I choose someone to answer it. Comprehension What is the differences between each of the shampoos that you listed. Bellwork Discussion Application What ingredient would you change in each of the shampoos to make it for babies. Analysis How are babies shampoo different from adults? Frontload Can you explain what must take place before you began the shampoo service? Synthesis How would you improve YOUR “Shampoo Services” performances? Tier I How many ways can you enhances a shampoo services? Evaluation Explain why shampooing is important. Tier II Explain why conditioning the hair is important. Students will not see this slide. This slide is simply meant for you to plan the questions you’re going to ask and to tell what part of the lesson you will ask those questions. Additionally, you will explain what questioning techniques you intend to use during this lesson. This slide is intended to make you intentional about questioning students. It in no way limits how many questions you should ask, but it helps you to plan for the minimum amount of questions you should ask during any lesson. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions in the box and be sure to tell which part of the lesson you will ask those questions. Knowledge level question stems (samples) : Students are remembering or recalling previously learned information. What happened after ...? How many ...? Who was it that ... ? Can you name the ... ? Describe what happened at...? Can you tell why ... ? Find the meaning of ... ? What is ...? Which is true or false ... ? Comprehension level question stems (samples): Students demonstrate an understanding of facts Can you write in your own words...? Can you write a brief outline ... ? What do you think could of happened next ... ? Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..? Can you provide an example of what you mean ... ? Can you provide a definition for ... ? Application level question stems (samples): Students apply knowledge to actual situations Do you know another instance where ... ? Could this have happened in ... ? Can you group by characteristics such as ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? What questions would you ask of ... ? From the information given, can you develop a set of instructions about ... ? Would this information be useful if you had a ... ? Analysis level question stems (samples): Break down objects or ideas into simpler parts and find evidence to support generalizations. Which events could have happened ...? If ... happened, what might the ending have been? How was this similar to ... ? What was the underlying theme of ... ? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in ... ? Can you explain what must have happened when ... ? What are some of the problems of ... ? Can you distinguish between ...? What were some of the motives behind ... ? What was the turning point in the game? Synthesis level question stems (samples): Compile component ideas into a new whole or propose alternative solutions. Can you design a ... to ... ? Why not compose a song about ...? Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ? Why don't you devise your own way to deal with ... ? What would happen if ...? How many ways can you ... ? Can you create new and unusual uses for ... ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would ... ? Evaluation level question (samples): Make and defend judgments based on internal evidence or external criteria. Is there a better solution to ... Judge the value of. .. Can you defend your position about ... ? Do you think ... is a good or a bad thing? Explain. How would you have handled ... ? What changes to ... would you recommend? Are you a ... person? How do you know? How would you feel if ... ? How effective are … ? What do you think about ... ? Students can break material into its constituent parts and detect how the parts relate to one another and to an overall structure or purposeEvaluatingStudents can make a judgment based on criteria and standardsCreating (highest-order)Students can put elements together to form a novel, coherent whole or make an original product

5 minutes 6 minutes 9 minutes 2 minutes 4 minutes Time Is up 1 minute 8 minutes 3 minutes 7 minutes 10 minutes Bellwork Write a 3 to 5 sentence paragraph , using complete sentences on the type of shampoo YOU use and why that particular shampoo and conditioner. Instructional supplies and copied are prepared. This is the 1st slide seen by students. The time does not begin until you click the slide. This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds. Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period. Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide. When this slide is finished, bellwork should be collected BEFORE you go over the answers. All bellwork must be graded and returned in 24 hours or the grade will not count. Time is not extended. ***Students should answer three standards-based questions (test questions)

4 minutes 1 minute 2 minutes Time Is up 3 minutes Bellwork Breakdown Bellwork Discussions Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

60 seconds Time Is up Connection Today, you will learn: Shampoo, Conditioning , and Draping Today’s Text: Articles, Textbooks, and Magazines Today’s Task: 100% of the students will ANALYZE the various types shampoo products and then CREATE a vibrant informational artifact (e.g., a brochure, poster, fact sheet, narrative, or presentation clay model)that Explains how to choose the proper product for that hair’s type in an infomercial (2 min. Video). The information on this slide should also be written on the board (this is the white board protocol). After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide. Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total Today’s Text: Every lesson should be driven by text. What text will you use to drive this work? Today’s Task: Copy TODAY’S TASK from slide 2

4 minutes 5 minutes 1 minute 2 minutes Time Is up 3 minutes 6 minutes Frontloading 6 minutes Types of shampoo Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed

Tier # 1 Example

Tier # 2 Example According to the textbook, Shampoos are designed to make the hair smooth and shiny, avoid damage to chemically treated hair and improve manageability. (Milady 215) This Photo by Unknown Author is licensed under CC BY-NC-ND

Example of “Today’s Task” wn Author is licensed under CC BY-NC Example of “Today’s Task”

3 minutes 2 minutes 1 minute Time Is up Tiered Tasks Allotted Who will begin with this task? Task Tier #1 6 Minutes Student misses 3 or more questions on their bell work. Open your textbooks to Chapter 15. SELECT the correct terms related to the Shampoo, Conditioning , and draping to insert into the crossword hand-out. Tier #2 7 Student misses less than 3 questions on their bell work Describe in your own words in a one page essay how to properly shampoo, condition, and drape clients SHOW (by citing from the textbook) how to properly shampoo, condition, and drape clients. Today’s Task 15 Students who have completed Tier #2. 100% of the students will ANALYZE the various types shampoo products and then CREATE a vibrant informational artifact (e.g., a brochure, poster, fact sheet, narrative, or presentation clay model)that Explains how to choose the proper product for that hair’s type in an infomercial (2 min. Video). During this three minutes, you will tell students which tier they will begin. Give students a chance to move, collect supplies, etc (if applicable)… You can simply copy and paste these same assignments on the next slide. How to complete the slides: Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments. The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s. *In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

4 minutes 5 minutes 1 minute 2 minutes 6 minutes Time Is up 3 minutes Tiered Tasks Tier Time Allotted Who will begin with this task? Task Tier #1 6 Minutes Student misses 3 or more questions on their bell work. Open your textbooks to Chapter 15. SELECT the correct terms related to the Shampoo, Conditioning , and draping to insert into the crossword hand-out. Tier #2 7 Student misses less than 3 questions on their bell work Describe in your own words in a one page essay how to properly shampoo, condition, and drape clients SHOW (by citing from the textbook) how to properly shampoo, condition, and drape clients. Today’s Task 15 Students who have completed Tier #2. 100% of the students will ANALYZE the various types shampoo products and then CREATE a vibrant informational artifact (e.g., a brochure, poster, fact sheet, narrative, or presentation clay model)that Explains how to choose the proper product for that hair’s type in an infomercial (2 min. Video). The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s. *In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

2 minutes 5 minutes 6 minutes Time Is up 4 minutes 1 minute 3 minutes Tiered Tasks Tier Time Allotted Who will begin with this task? Task Tier #2 7 Minutes Student misses less than 3 questions on their bell work Describe in your own words in a one page essay how to properly shampoo, condition, and drape clients SHOW (by citing from the textbook) how to properly shampoo, condition, and drape clients. Today’s Task 15 Students who have completed Tier #2. 100% of the students will ANALYZE the various types shampoo products and then CREATE a vibrant informational artifact (e.g., a brochure, poster, fact sheet, narrative, or presentation clay model)that Explains how to choose the proper product for that hair’s type in an infomercial (2 min. Video). Enrich- ment Until the bell sounds Students who have completed their assignments. Closure Activity The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides. Enrichment should be an enrichment activity that students look forward to completing

14 minutes 10 minutes 13 minutes 12 minutes 9 minutes 15 minutes Time Is up 6 minutes 11 minutes Tiered Tasks Tier Time Allotted Who will begin with this task? Task Today’s Task 15 Minutes Students who have completed Tier #2 100% of the students will ANALYZE the various types shampoo products and then CREATE a vibrant informational artifact (e.g., a brochure, poster, fact sheet, narrative, or presentation clay model)that Explains how to choose the proper product for that hair’s type in an infomercial (2 min. Video). Enrich- ment Until the bell sounds Students who have completed their assignments. Closure Activity Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides. Enrichment should be an enrichment activity that students look forward to completing.

2 minutes 1 minute Time Is up Why is this important? To provide an AWESOME shampoo and conditioning services, while caring for the scalp and hair on the mannequin /live clients during the salon lab. Why is this important: Allow students to process what they are learning today and discuss how what they have learned will be useful (they can not say so that can pass the class nor can they say “for the test”…

Closure On the back of your bellwork, WRITE DOWN (3) new Facts that you learned today about Shampooing, conditioning , and draping (2 ) things you will incorporate into your personal beauty regime when it comes to hair and scalp treatment and one (1) question or comment you have pertaining to shampoo, conditioning, and draping.