Demonstrated Lesson And Video- Paper Reflection Background of Lesson The lesson I taught my colleagues was Cosmetology 1020

Long Hair Design 1. I started the lesson with discussing the objectives of the class. I conducted a preassessment by asking my students who has had experience with styling or putting hair up in some sort of up style? Next, I engaged the class by showing an iMovie about long hair. The iMovie was used as my hook in for the beginning of my lesson. The iMovie showed hairstyles that had ropes (twists), braids and knots, which are the three basic long hair components. Todays lesson was only on single-strand twists (ropes). After the iMovie, I asked the students a few essential questions like what is an up-style and how can you enhance a look of an up-style? I provided the first answer by giving an example so as to guide my students in the direction of thinking I wanted them to go. Finally, as a class we had a brief discussion and then I started my demonstration on how to do ropes (twists), how to properly secure bobby pins and how to properly tie a ponytail.

Specific Teaching Strategies (Demonstrated Lesson) I used a variety of teaching strategies within my demonstration. I made power point slides, which had pictures of the technique we were learning, and it had step-by-step instructions. This was projected on the white board throughout the whole lesson. I used Differentiated Instruction for all my students, as I was aware some students did not have prior hair experience. Scaffolding was accomplished by demonstrating only one part of the exercise at a time, then assist students who needed help. Once

they practice a few times and we were all at the same level, I would continue with the demo and show the next step. Another teaching strategy I used was mini lessons, which gives each student a few minutes of my time while I assisted him or her with questions or re-demoed the practical component of the rope (twist). I repeated my demo numerous times ensuring every student knew how to complete the task successfully.

Analysis of Lesson Plan Structure & Flow I feel that the flow of my lesson went well. I started the class with safety, how to use the hair tools and how to properly handle the mannequin heads. This was an introductory lesson for long hair, which was appropriate for my students skill level. I would not have change anything about my lesson structure or the flow of the class. I felt a little nervous at the beginning however when I became focused and forgot about the camera taping me, I felt I had a lot of confidence in my teaching. It ran smoothly and I believe my students were having fun and engaged in the activity. The atmosphere of the classroom was safe and pleasurable and the energy from the students was calm and content. The students would ask questions when I approached them to see how they were making out with the activity and many students asked me to re-demo the practical technique. I think I spent equal amount time with every student as everyones level of skill varied.

Teaching & Presentation Skills I liked how I incorporated digital resources into my lesson. I felt the students liked my iMovie, which displayed artistic up-styles. The reason I believe this to be true is that they were engaged and focused on the video. I plan to make student-learning guides for all my courses that I teach in high school. The reason for this is it will be more manageable and easier to comprehend the pertinent information. Had I taught this class over 3 weeks period I feel my students would have achieved and understood all the GOS and SOS. I would also incorporate some type of technology or activity encompassed into the theory, as theory can be boring. Over all I feel my teaching style and presentation skills are strong. I project my voice loud and clear at all times and when I needed their attention I always received it. When students were working on the activity they were still focused on the task at hand but talking amongst each other.

Analysis Of Student Engagement & Learning My students engagement was very productive. Everyone participated and was eager to do well. The students followed the safety use of the hair tools and handled the mannequins with care. When needed, the students asked for further clarification of the technique they were learning. I felt that the students learned the objectives of todays lesson and were excited to learn knots and braids for tomorrows lesson.

Professional Growth Plan My professional growth plan is to make sure that I am clearer with my objectives in the beginning and the end of my lesson. I recapped the objectives however I may have not given enough detail on tomorrows class. That is something I will be aware of and I will ensure the end of my lesson is as strong as the beginning. I believe the more experience I gain in the classroom, the more I will have the opportunity to reflect and change the areas of my teaching that may need more tweaking. Over all, I enjoyed doing my demo and teaching my students a new skill. This will be something they will take and use in there own lives. I feel very confident and I am ready to start my career as an educator.

Lesson Plan: Cos 1020 Long Hair Design 1

Lesson:

Course: COS 1020 Long Hair Design 1

Create and secure a variety of Students handle hair confidently, brush, comb and part hair long hair styling techniques. correctly and create two- or three-strand twists (ropes), knots and two-or three-strand braids. Techniques include: Single & Double-Strand Twist (ropes). Single & Two- Strand Knots (if need extension for class) Depending on time

Essential Question(s): Lesson Knowledge:

1. How many people have experience with styling hair? Braiding, brushing, curling etc.? 2. What is an Up-style or Up Do? 3. Why do people get upstyles? 4. Where is the best point of origin to start a single or double strand twist (Rope), knot or braid? 5. What can be added to the hair to enhance the look of a twist (Rope), knot or braid? 6. What challenge can you face with different lengths of hair when creating an up do using a Single & Two-strand twist, knots or braids? 7. Does hand placement affect the look of a single & Two- strand twist (Rope), knot or braids?

Lesson Skill(s):

Students will demonstrate: Students will: Be able to perform on mannequin head

1. Define and describe long Proper parting and sectioning hair design off hair (equal sections)

They will be able to manually twist the hair in the right or 1.2 Name different left directions to create the techniques used to single & double strand twist create long hair (rope) design; e.g., ropes, knots, braids They will properly secure the two- stand- twist (rope) with 1.3.4 knot Bobbi-pins.
3.6 rope 2. Create and properly secure ropes, knots and two- and three-strand braids

2.3.1 single-strand twist (rope) 2.3.2 doublestrand twist (rope)

Big Idea:
Learning various styling techniques gives a stylist the inspiration to be artistic with no boundaries.

Bridge-in:
Video that shows ropes, knots and braiding techniques.

Total time: Resources Time Video with iMovie I min 57 from the mac seconds

Objective of the lesson:

Students will be able to demonstrate the proper hand techniques for single & double- strand twist (rope)

Pre-Assessment:
Ask students by a show of hands, if they are familiar with twists, knots or braiding in hair. i.e. Camp-friendship bracelets, hair. (Students will share stories) 5-6 min Resources Learner Activities Time Video 1 57 seconds min

Participatory Learning:
Teacher Activities Ask Questions Show video using projector on white board

Teacher explains and demos single- strand twist (rope) Students will then practice single strand twist (rope) on mannequin head.

Teacher Demo: 510 min Practice Students: 30 min

Pivot Point pictures will be displayed on white board (One at a time)

Mannequin heads, combs, elastics, Bobbi- pins and clips

Post-Assessment:

Walk around and help students with hand movements (direction) Formally assess how students made out with their twists (ropes). Give positive feedback. If students finish early assess knotting technique. Clean Up: Answer any questions students may have about techniques being taught.

3-5min

30 min

Last 10 min of class.

Summary/Closure: Playing with hair wefts or yarn is a

quick and easy way to be creative and change the look of a hairstyle using braiding and roping techniques. Some different ways to manipulate hair is using different points of origin, using thicker or thinner sections and holding the hair strands tighter or looser to create different looks.

Other Resources & Facilities:

Cosmetology Lab, projector, mannequin heads and styling tools. http://education.alberta.ca/teachers/program/cts/program-of-studies/hrh.aspx

Extensions For Class If Students Understand & Finish: Demonstration

for a single & two strand knotting technique. Students will practice.

References:
Book: The Scientific Approach To Long Hair Design, Pivot Point 1999