Lesson Planning

My lesson planning strategies are in their infancy. These are some of the models I will use as a starting point.

 Blooms Taxonomy

    Anderson and Krathwohl’s (2001) modifications; remembering, understanding, applying, analyzing, creating; of Blooms Cognitive domain; are effective guidelines to incorporate Affective and Psychomotor domains into my teaching. My instruction will combine how to; a) remember to listen to a clients needs and how to do each service; b) understand how to actively perform and respond to the clients wishes; c) apply their listening, service and technical skills; d) analyse and perform the services that would best serve the client; e) create, through their performance, a satisfied client with an understanding of the stylist as a motivated, caring professional.

Characteristics of Adult Learners

   Students come with differing experiential knowledge and learning styles. I agree when Professor Willingham stated that learning styles (visual, auditory, kinesthetic) alone are not relevant, it’s their meaning that matters (Willingham, Daniel. 2008). Using methods, such as applying ‘ideas formulated in actual practice’ (Merriam & Brockett, 2007, p.272), and inspiration sourced from social media will help in allowing my students to make meaning of their experience. Adapting Knowles (Merriam & Brockett, 2007, p.271) concepts of; a) readiness: allows me to adapt my methods so that they have relevance to their needs and; b) motivation: encourages me to find out what motivates my students to be self-directed, satisfied learners.

Creating a Positive Learning Environment

   Hairstyling students are diverse, creative learners, and need to be taught the rules of cutting and coloring in an open-ended way. Modelling and practice (Villa, Sam. 2012) as the standard methodology, must be expanded to allow for differing approaches. I continually monitor and encourage their progress, addressing any questions they are afraid to ask openly in class. I encourage them to pair up and brainstorm, as this allows students with unique knowledge to share with each other. Accessibility outside of the classroom is a must. It lets them know I care, encourages open dialogue and addresses any issues in their learning progression.

Motivational Techniques

   Learning my students ‘intrinsic motivation’ (“How to Motivate,” 2014) guides me in adapting self-directed learning methods to help them ‘make meaning from experience’ (“How to Motivate,” 2014). Using the ARCS model as a guideline (“ARCS model”, 2008) I; a) ask what techniques they are curious about and give them different approaches to learning them; b) learn what is relevant to a students’ sense of style, ability or past experience to keeping them enthusiastic about and interested in new challenges; c) share funny stories of past failures during my career to help them see that learning from failures builds confidence; d) motivate positive group support of any new challenges accomplished.

Assessment

   A stylists work is assessed daily by clients, peers and employers throughout their career. As an instructor, I use informal assessment techniques to help motivate learning and support students’ successes. “Think-pair-share” (Moersch, Chris. 2010. p.6) where students pair up and monitor each other; a) helps identify their own strengths and weaknesses; b) encourages ‘intrinsic motivation’ and ‘autonomous learning’ (Kouzimina. Polina. 2010). Role playing followed by brainstorming allows students practice with varied client situations, teaching problem solving skills in a non-threatening way. I end the lesson with open-ended follow-up questions. This allows me to clarify the knowledge they have gained by listening to their post-assessments. 

References

   Anderson, L W, & Krathwall, D R (eds.) (2001). A Taxonomy for Learning, Teaching,and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.New York: Retrieved February 23, 2014, from              http://www.learningandteaching.info/learning/bloomtax.htm#ixzz2uGJcOcpP

  How to Motivate Learners. Retrieved February 23, 2014, from  http://motivation3106.wikispaces.com/

   Kouzmina, Polina. (2010). Informal Assessment Techniques- Self   Assessment. Retrieved February 22, 2014, from http://my.brainshark.com/Informal-Assessment-Techniques-Self-Assessment-Polina-Kouzmina-945055340

 Merriam, S.B. & Brockett, R.G. (2007). The Profession and Practice of Adult Education. San Francisco, CA: John Wiley & Sons, Inc

  Moersch, Chris. (2010). Informal Assessment Strategies: A-Z for the Math Classroom. Retrieved February 23, 2014, fromhttp://loticonnection.cachefly.net/iste_2010/Informal_Assessment_Strategies.pdf

  Poulsen, A., et al. (2008). ARCS Model of Motivational Design. Retrieved February 23, 2014, from  http://www.torreytrust.com/images/ITH_Trust.pdf

  Villa, Sam. How to shape hair around the face. Retrieved February 24, 2014,  from  http://youtu.be/gVM6w_Ov2M4

  Willingham, Daniel. (2008). Learning Styles Don’t Exist. Retrieved February 22, 2014, from  http://www.youtube.com/watch?v=sIv9rz2NTUk

 

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