Barber or Cosmetology Instructor Course | Madison College Outline of Instruction

31502306 Barber or Cosmetology Instructor Course

Course Information

Description

This course explores the Madison College Barber/Cosmetology Academy including goals & curriculum. Discussion includes the laws and rules sated by WI Safety and Professional Service with regard to policies and procedures for certifying instructors. Participants will develop lessons & assessment plans, discuss safety and first aid, student advising, record keeping and interpersonal skills needed for success in the Barbering/Cosmetology industry. Students must have completed a minimum of 2,000 practice hours as a Barber, Cosmetologist or Manager. An active Barber, Cosmetology or Manager license is required.

Total Credits

Course Competencies (Course Outcomes)

Explore the goals of a Barber/Cosmetology program

Assessment Strategies

By completing a self-reflection paper

Criteria

your self reflection paper includes the qualities of an effective Barber/Cosmetology instructor

your self reflection paper includes the qualities of an effective Barber/Cosmetology graduate

your self reflection paper summarizes the Barber/Cosmetology curriculum

your self reflection paper summarizes how to create an effective learning environment
Examine rules and laws related to Barber/Cosmetology in the state of WI

Assessment Strategies

by passing a quiz of 75% or better

Criteria

you identify license requirements

you identify certification requirements

you identify safety and sanitation requirements

you apply safety and sanitation requirements to given scenarios
Explore Barber/Cosmetology curriculum

Assessment Strategies

In a self reflection paper

Criteria

your self-reflection paper includes a self-assessment of strengths and weaknesses pertaining to Barber/Cosmetology curriculum

your self-reflection paper includes application of curriculum and learning cycle components to a personal memorable learning experience
Explore adult learners

Assessment Strategies

in a self assessment modality questionnaire

Criteria

your self-reflection paper describes all learning types

your self-reflection paper uses action verbs

your self-reflection paper outlines modality strengths

your self-reflection paper outlines personalized learner types
Explore presentation styles needed to succeed as a Barber/Cosmetology Instructor.

Assessment Strategies

by a 3 to 5 minute presentation

Criteria

you present an introduction

you present a body

you present a conclusion

you show knowledge of the subject

you use simple clear language/explanations

you show professionalism

you show enthusiasm

you appear confident

you establish good eye contact

you use appropriate hand/arm/body movements

you provide appropriate copies of summary topic

you project appropriate volume

you articulate words clearly

you present varied pitch

you present conversational tone

you use appropriate rate of speech
Plan for classroom success

Assessment Strategies

by producing a learning environment plan for a specific course or another learning experience

by completion of the worksheet

by completing the crossword puzzle

Criteria

your plan describes the purpose of the course, the target learner population, and the deliver mode

your plan introduces the lesson

your plan encourages student participation

your plan includes assigned reading

your plan includes a review

your plan uses who-what-where-when-how

your plan includes please, thank you, I’m proud of you, we need you

your plan breaks down complex information down to simple

your plan includes oral questions

your plan includes a correct response when a wrong answer is given
Examine a task analysis

Assessment Strategies

by developing a task analysis for permanent waving

Criteria

your plan includes consultation

your plan includes draping

your plan includes sectioning

your plan includes wrapping

your plan includes sanitation

your plan includes scalp analysis

your plan includes a gentle shampoo

your plan includes a 9-section head parting

your plan includes wetting the hair

your plan includes correct subsections for wrapping

your plan includes wrapping

your plan includes using end papers

your plan includes hair is held at a 45 degree angle

your plan includes wrapping the perm rod on base
Classify support learning materials/objects that support a learning plan

Assessment Strategies

by developing a list of learning materials/objects, handouts, charts, graphs, work sheets, templates, reading assignments, experiments for a minimum of one learning plan

using a performance-based learning plan of your own

Criteria

your list identifies the target competency and/or other target learning outcomes

your list includes at least three items that support learning and present content; practices, handouts, slides, charts, graphs work sheets, templates, reading assignments, experiments, etc.

your list shows evidence that you have explored the options for including one or more learning objects

each item on your list is furnished with an explanation for what it will be used for

each item includes a description of how the it will help learners achieve the targeted competency and or other target learning outcomes

each item includes a verification free from gender, racial and cultural bias

each item shows application of skills and knowledge to the real world

each item includes a brief critique of how it fits the needs and abilities of the learners

each item includes a defense of the efficiency/effectiveness ratio (in terms of learning time and value to learning)

each item includes evidence that the item is readily accessible to learners at the reasonable cost

your list includes learning materials/objects that are presented in varied formats; print, audio, video, computer experiments.)

your list includes oral questions to support learning
Create learning plans

Assessment Strategies

by creating a teaching plan

using a performance-based leaning plan of your own

by planning for a specific group of learners

by planning for a specific delivery mode (e. g. classroom online telecourse etc.)

Criteria

your teaching plan is based on a performance-based learning plan that targets specific learning outcomes

your teaching plan incorporates all phases of the learning cycle; motivation, comprehension, practice, and application

your teaching plan includes learning activities that support a variety of learning styles

your teaching plan includes teaching strategies

your teaching plan includes guidelines for each activity

your teaching plan includes a list of resources and supplies

your teaching plan can be accomplished within the time constraints and is feasible for delivery via the selected deliver mode
Determine Learning Plan Delivery

Assessment Strategies

After completing the competencies Plan a learning environment that meets the needs of learners, Outline classroom management strategies. Select learning materials/objects that support a learning plan and Create teaching plans

By facilitating a learning experience that incorporates large group, small group and individualized activities

In a real-time observed by your instructor, and peers, peer and learner evaluations documenting a real-time demonstration

Using a performance-based learning plan of your own

Using a teaching plan that supports the learning plan

Criteria

You communicate the target learning outcomes i.e. learning objectives, competencies, core abilities, general education or program

You facilitate activities to meet a minimum of three learning preferences

You organize the learning experience according to the learning cycle to promote long-term retention of content

You give clear directions for completion of the learning activity

You arrange for necessary resources/supplies

You use accurate and relevant information

You use examples to show application to the real world

You use one of more teaching aids

You employ oral questioning techniques that promote higher order thinking

You facilitate in a manner that is free of bias and stereotyping

You present guidelines to promote effective learning in small groups

You incorporate one or more collaborative activity (i. e. brainstorming, nominal group techniques, model building, problem-solving, experience/opinion sharing, debating, etc).

You encourage equitable participation of all learners

You close the activity by summarizing and focusing on what has been accomplished

You prepare and administer evaluations that request feedback on the above criteria and reflect on the results
Employ critical thinking and reflection techniques

Assessment Strategies

after completing the competency "Create learning plans"

using a performance-based learning plan of your own and a teaching plan that supports it

(If you do not have a performance-based learning plan, you may use one that is provided by your instructor.)

in a real or simulated demonstration

Criteria

your questions are relevant to the intended learning outcomes (i.e.learning objectives,

competencies, core abilities, program outcomes, or general education outcomes)

your questions engage learners in exploration of the content and its application

your questions encourage critical thinking and reflection

your questions may have multiple right answers and rarely require a yes/no response

you allow learners to think by using pauses and silence

you acknowledge learners' responses with encouraging feedback

you probe learners' answers, seeking clarification or elaboration
Adapt learning plans to meet the needs for a variety of delivery modes

Assessment Strategies

after completing the competencies "Plan a learning environment that meets the needs of

learners," "Outline classroom management strategies," "Select learning materials/objects that

support a learning plan," and "Create learning plans"

by designing a learning plan for a learning experience for a delivery mode other than

traditional classroom [could include individualized lab

web enhanced, accelerated, ITV or IP Video, etc)

using a performance-based learning plan of your own

using technology that supports the learning plan

Criteria

your learning plan supports the delivery mode selected

your learning plan includes student access to resources that support learning in the

selected delivery mode

your learning plan incorporates the learning cycle

your learning strategies are appropriate for your selected delivery mode

your learning plan includes instructions and guidelines for each activity

your learning plan can be accomplished within the time constraints and is feasible for
Adapt learning activities for student with disabilities

Assessment Strategies

using a scenario of a learner with a documented disability and a request for accommodation

provided by your instructor or your classmates

by recommending a plan of action

Criteria

your plan includes a description of the potential barriers in the learning experience

your plan proposes reasonable accommodations

your plan includes an analysis of the impact of the accommodation on the learning outcome

your plan lists resources necessary to provide accommodation
Develop an assessment plan for a course or learning experience

Assessment Strategies

by developing an assessment plan

Criteria

your assessment plan describes how you will communicate the learning outcomes targeted by the assessments to learners at the beginning of the learning experience

your assessment plan includes strategies for providing feedback to learners about their

your performance is from a variety of sources (e.g. self, peer, instructor, and outside evaluators)

your assessment plan includes a summary of how you will incorporate the use of a variety of formative (continuing improvement) and summative (accountability/graded) assessment tools

your assessment plan includes a rationale for the grading system

your assessment plan outlines how a grade will be determined
Address difficult “classroom” situations

Assessment Strategies

using a series of scenarios presenting difficult classroom situations provided by your

instructor or your classmates

by presenting an oral or written analysis of each situation

Criteria

your analysis includes an explanation of the nature of the situation

your analysis identifies any school policies and support systems that apply to this situation

your analysis includes a description of the responsibilities of the learner and of the teacher

your analysis proposes strategies for diffusing the situation and minimizing disruption of learning

your analysis includes recommendations for resolving the current situation

your analysis includes recommendations for preventing future occurrences
Explain record-keeping procedures for Barber/Cosmetology instructors

Assessment Strategies

by completing record-keeping procedures

using applicable technology

Criteria

you complete records for student hours

you complete client/student schedules and data

you complete inventory records

you use appropriate accounting procedures

you complete academic and student services records