merged_document_2_revised_portrait

1. Surfaces on the head where
the head changes such as ears,
jawline, and occipital bone are
called?

2. List the reference points.
a.
b.
c.
d.

3. Name the highest and widest
area on the top of the head.
4. Hair that grows below the
parietal, or crest, hangs because
of?
5. Reference points in a haircut
are used to establish?

Warm-up continued
Think about what happen
during your last haircut
appointment at the salon.
Were you happy with the
outcome of your experience-
why or why not



By the end of this
lesson, students
will be able to:

• Identify the
reference points
on the
head.(Knowledge)

• Understand their
role in haircutting.
(Comprehension)

• My Bridge-in is
usually a story or
a salon situation. I
use myself as an
example of past
potential learning
situations
(mistakes) or an
uplifting or fun
salon situations.
Over the years,
this type of bridge
is likely to
eliminate some of
the high
expectations/anxi
ety in the
beginning
haircutting class.



• I begin in the classroom (theory):
• I start off with my warm-up questions
(Pre-assessment)
• Discussion (Pre-assessment)
• Lecture is usually a ppt
• I incorporate videos You tube education
or Milady video
• Online publications, such as behind the
chair.com
• Getkahoot.com (Post-assessment)

or
• After ppt presentation/video/end of

class incorporate my Bloom’s Taxonomy
questions (Post-assessment)
• Assign vocabulary words

or

http://www.studystack.com/flashcard-
883423

Example of BT question (theory or lab)

• Take a moment; observe the different
head shape in your handout and how they
are different. How could you improve your
haircutting skills by knowing this
information?

BT Type

• Synthesis Connective

Lab:
• Instructor Demonstration
• Student practice assigned skills
• This part of the lesson is where I
check for understanding.
• I walk around, checking the
student’s application, asking
questions
• student rubric (Post-
assessment)
• End of day – 1 minute paper
(Post-assessment)



Get into assigned
groups for discussion:

• Why does the hair
response differently
on various areas of
the head?

• How will
understanding the
head shape and
reference points help
in a haircut/design?

• Discuss each
reference point and
how to locate each
point. A manikin and
a comb is on each
group table.

• COURSE: CSME 1310
• Introduction to Haircutting
• Lesson Title: Basic Principles of Haircutting-

Reference Points

• I begin my Introduction to Haircutting class with
a story.

• I talk about a young girl (me) beginning
cosmetology with a fear of haircutting. My first
haircut was a disaster (I go into great detail). I
explain to the student this was not a gift.
Although, many thought I should have the gift
or knowledge because my Mother was a
successful hairstylist. That was far from the
truth; I had to work hard by practicing, and
learning from my mistakes. Once I received my
license, I was a novice not a master haircutter.
One class does not make you a master, but it
is the beginning of a journey. Becoming a
master haircutter takes years of perseverance. I
started taking advance classes, practices
haircuts on family and friends. Today, as a
professional I continue my education in my field.
My growth in this profession depends on my
continuing education.

• The moral of this story is work hard and never
give up........carry on!

• Exhibit workplace competencies related to
haircutting. Identify terminology related to
haircutting and finishing techniques.
Demonstrate the use of implements and
various haircutting tools. Demonstrate
professionalism, sanitation, and safety
precaution. Additionally, students must
learn to:

• Define terminology.
• Practice basic workplace competencies

related to haircutting and finishing
techniques.
• Demonstrate use of implements, sectioning,
haircutting, and finishing skills.
• This course covers chapter 16 from Milady’s
Standard Cosmetology.

• By the end of this lesson, students
will be able to:

• Identify the reference points on the
head.(Knowledge)

• Understand their role in haircutting.
(Comprehension)

Pre-Assessment:
10 minutes

• Warm –up questions at the beginning
of class. The questions are located in
the power point presentation. (CAT)

• Surfaces on the head where the head
changes such as ears, jawline, and
occipital bone are called?

• Reference points
•
• Reference points in a haircut are used to

establish?
• Design line
•
• The part of the head that is found by

placing a comb flat on the side of the
head is the?
• Parietal ridge
•
• Name the highest point of the head.
• Apex
•
• Hair that grows below the parietal, or
crest, hangs because of?
• Gravity

COURSE: CSME 1310

InBtrOodPucPtioPnStoLHEaiSrcSutOtinNg PLAN

Lesson Title: Basic Principles of Haircutting-
Reference Points

Bridge: 5 minutes

I begin my Introduction to Haircutting class with
a story.

I talk about a young girl (me) beginning
cosmetology with a fear of haircutting. My first
haircut was a disaster (I go into great detail). I
explain to the student this was not a gift.
Although, many thought I should have the gift or
knowledge because my Mother was a successful
hairstylist. That was far from the truth; I had to
work hard by practicing, and learning from my
mistakes. Once I received my license, I was a
novice not a master haircutter. One class does
not make you a master, but it is the beginning of
a journey. Becoming a master haircutter takes
years of perseverance. I started taking advance
classes, practices haircuts on family and friends.
Today, as a professional I continue my education
in my field. My growth in this profession depends
on my continuing education.

The moral of this story is work hard and never
give up........carry on!

Pre-Assessment: 10 minutes

Warm –up questions at the beginning of
class. The questions are located in the
power point presentation. (CAT)

• Surfaces on the head where the head
changes such as ears, jawline, and
occipital bone are called?
a. Reference points

• Reference points in a haircut are used to
establish?
a. Design line

• The part of the head that is found by placing
a comb flat on the side of the head is the?
a. Parietal ridge

• Name the highest point of the head.
a. Apex

• Hair that grows below the parietal, or crest,
hangs because of?
a. Gravity

Theory

Time Instructor Learner Activities Lesson
Materials
Activities
Textbook
5 min Theory: Write response to

Introduction Instructor question

Question to class: Open discussion

 Describe what

happen during

your last

haircut

15 appointment at

min the salon.

 Were you

happy with the

outcome of

your

experience-

why or why not

Group Discussion Groups will discuss

Questions: questions and give

 Why does hair their

response opinions/thoughts to

differently on classmates.

various areas of

the head?

 How will

understanding

the head shape

and reference

points help in a

haircut/design?

 Heap shape

visual Overhead screen

 Discuss each Manikin

reference point Comb on

and how to each

locate each group

point. table

Theory continued

Time Instructor Activities Learner Activities Lesson
Materials

30 Foundation Haircutting Student will fill out Head

min Skills worksheet Worksheet

PowerPoint Locate the Chapter 16-

Presentation Standard Reference Milady

Short Video Clip area of the head PowerPoint

and the 4 corners. Presentatio

Review/Discuss warm Student discussion n over

up questions reference

points of

Assign Vocabulary http://www.studys the head

Words tack.com/flashcard Chapter 16-

Handouts -883423 Milady

Video Clip

10 4 questions with Student Response Discussion

min Bloom’s level identified

Lab

Time Instructor Activities Learner Activities Lesson

20 min Lab: Materials

Student will watch Manikin

Instructor demonstration and Basic comb

Demonstration on answer the

Manikin following question:

Explain how to find Follow up with

each reference point student questions.

5 min Instructor will watch Lab: This exercise
per and critique student will allow students
model process to see, feel different
head shape and
reference points.
This activity will
allow students to
gain speed and
productivity.
Students will
practice on model:
Students will divide
into even and odd
numbers.
Students with even
numbers will be
models (sit in styling
chair).
Students with odd
numbers will be
stylist (stand behind
model).

Lab continued

Time Instructor Learner Activities Lesson Materials
Activities
5 min
per Stylist will locate: Model
model
 Highest point of Basic comb

the ear Worksheet/

 Apex rubric

 Parietal Ridge

 Occipital bone

 Nape

 Crown

 Bang Area

 Back of the

Head

 Front of the

Head

This will be a

timed skill.

Once time is up

Stylist will rotate

to next model.

Once all Stylists

have completed

each model, it will

be time for stylists

to be models.