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					                    Center for Performance Assessment
                       ”Unwrapped,” Standards-Based
                  Performance Assessment Template - Draft

Grade Level: 11th and 12th graders
Targeted Content Area(s): Cosmetology

Authors:
Pachia Johnson and Tracy Plank-Teegarden and Amy Stutzman

School, District, and State:
Elkhart Area Career Center, Elkhart Community Schools, Indiana
Phone and E-mail (Preferred, But Optional)
pjohnson@elkhart.k12.in.us
tplank@elkhart.k12.in.us
astutzman@elkhart.k12.in.us

Assessment Title: Hair and Scalp Care

Overview of Performance Assessment: (Summary of the assessment
with a brief synopsis of each task)

Task 1 pH scale

Task 2 Scalp Massage

Task 3 Shampooing and Conditioning

Task 4 Hair and Scalp Treatments




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Full Text of Standard(s) and Indicators(s) in Targeted Content Area:

DISCUSS the pH of various types of shampoos and conditioners.

DESCRIBE general hair and scalp treatments.

PERFORM proper scalp massage manipulations.

DEMONSTRATE proper shampooing and conditioning procedures.


Related Interdisciplinary Standard(s) and Indicators(s):

Communicating with customers (listening and speaking)

Problem solving (analyzing the hair and scalp)

Time Management

Reading

Writing




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                  ―Unwrapping‖ Content Standard(s)
Grade Level and Content Area:
11th and 12th graders; Cosmetology
Standard(s) and Indicators by Number:

Concepts: Need to Know About Hair and Scalp Care
   pH of shampoos and conditioners
   Proper scalp massage manipulations
   Procedures for shampooing and conditioning
   Treatments for the hair and scalp

Skills: Be Able to Do
   DISCUSS (shampoos and conditioners)
   DESCRIBE (treatments)
   PERFORM (scalp massage)
   DEMONSTRATE (proper shampooing and conditioning
      procedures)

Topics or Context: (What you will use to teach concepts and skills—
particular unit, lessons, activities)
    Milady’s Standard Cosmetology Textbook
    Workbook
    DVD
    Dry Erase Board and Markers
    Manikin
    Demonstrations




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                      Identifying Big Ideas from
                  Unwrapped Standard and Indicators

1. pH is an important factor when choosing a shampoo and
conditioner for the customer’s needs.
2. Treatments are used to preserve and/or correct hair and/or scalp
conditions.
3. Scalp massage involves manipulations performed on the scalp to
relax muscles and stimulate blood circulation.
4. The purpose of shampooing is to cleanse the hair and scalp by
removing dirt, oils and product build-up.
5. Instant conditioners soften and detangle the hair.

                  Essential Questions from Big Ideas to
                   Guide Instruction and Assessment

1. How does the pH of a shampoo effect the hair?
2. Why are treatments necessary for the scalp and hair?
3. What are the benefits of scalp massage?
4. Why is regular shampooing important?
5. What do instant conditioners do to the hair?




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                    ―Engaging Scenario‖ Planning
Include elements of an effective Engaging Scenario:
         Presents students with a challenge
         Connects learning to real life – ―Why do we need to learn
      this?‖
         Conveys importance – ―What does this mean to the student
      personally?‖
         Acknowledges audience – ―Can the student present the
      completed task to others?‖




                  Engaging Scenario (Full description):

Your 8:00 a.m. customer is scheduled for a scalp treatment,
shampoo, conditioner and a style. You greet her and begin your
consultation. After analyzing her hair you...
   Determine which type of scalp treatment is needed.
   Decide which shampoo and conditioner to use.

Your ―Client Consultation Form‖ should include:
   Hair texture, density, porosity, and elasticity
   Scalp condition (dry, normal, oily, dandruff)

Answer the following question:
Why is communicating and satisfying your clients needs important to
your success as a cosmetologist?




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Task 1 Planning Guide (―SQUARE‖ – Key Elements to Include in the
Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?
pH of shampoos and conditioners

Which Essential QUESTION Will This Task Address?
#1 How does the pH of a shampoo affect the hair?

Which UNWRAPPED Concepts and Skills Will This Task Develop?
DISCUSS the pH of various types of shampoos and conditioners.

What APPLICATION of Learning Will This Task Require? (What will
the students actually do or produce in this task?)
Students will experiment, chart and discuss the pH of shampoos and
conditioners.

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?
Milady’s Standard Cosmetology Textbook, shampoo, conditioner and
pH testing strips

What Individual EVIDENCE of Learning Will This Task Provide? (How
will you know by the work students produce what they have learned
relative to this task?)
Teacher Observation of proper placement on the pH scale chart by
the student and class discussion of results.




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Task 1 Complete Description (The Full Details of What Students Will
Do in This Task)

1. Assemble supplies
    Shampoo and conditioner
    2 - pH testing strips
    Pen or pencil
    Paper towel
    Piece of foil
    2 portion cups
    2 pieces of scotch tape
2. Write the type of shampoo on the end of one pH testing strip and
the type of conditioner on the end of the other pH testing strip.
3. Pour ½ oz. of shampoo into a portion cup and ½ oz. of conditioner
into the other portion cup.
4. Dip the pH testing strip into the appropriate cup (as labeled)
5. Place the pH testing strips onto the foil to dry.
6. Analyze the result of each pH testing strip.
7. Tape the pH testing strips in the proper location along the pH scale
group chart provided by the teacher.
8. Compare the groups results and discuss the importance of
choosing the correct shampoo for the clients hair and scalp.




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Task 1 – Scoring Guide
Exemplary:
     All Proficient Criteria Met PLUS:
     Able to correctly analyze the pH of various shampoos and
     determine which type of hair to use it on.

Proficient:
                                                ct location on the pH
         scale chart..
         Demonstrates an understanding of the difference between acid
         and alkaline pH.

Progressing:
     Placed at least one pH testing strip within one number of the
     correct number on the pH scale chart.

Not Yet Meeting Standard(s) and Indicators(s):
      Could not evaluate or place pH testing strip on the pH scale
     chart.
     I have attempted the pH testing strip activity but need to try
     again.

Peer Evaluation (Optional) _____
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________




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Task 2 Planning Guide (―SQUARE‖ – Key Elements to Include in the
Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?
General hair and scalp treatments

Which Essential QUESTION Will This Task Address?
#5 Why are treatments necessary for the scalp and hair?

Which UNWRAPPED Concepts and Skills Will This Task Develop?
DESCRIBE general hair and scalp treatments.

What APPLICATION of Learning Will This Task Require? (What will
the students actually do or produce in this task?)
Students will complete a worksheet on hair and scalp conditions

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?
Milady’s Standard Cosmetology Textbook, worksheet, pencil

What Individual EVIDENCE of Learning Will This Task Provide? (How
will you know by the work students produce what they have learned
relative to this task?)
Score 75% or above on the worksheet




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Task 2 Complete Description (The Full Details of What Students Will
Do in This Task)

Using the textbook and worksheet, fill in the blanks by describing the
common hair and scalp conditions and recommend the treatment
needed.




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Name_________________




                                Hair and Scalp Conditions Worksheet

COMMON HAIR CONDITIONS               ALSO KNOWN AS                 CAUSE/TREATMENT

Broken Hair

Split Ends

Matting

Nodules

Canities

Ringed Hair

Hypertrichosis

Monilethrix
COMMON SCALP DISORDERS           MEDICAL TERM AND DESCRIPTION   RECOMMENDED TREATMENT

Dandruff

Dry Dandruff

Greasy Dandruff

Itch Mite

Head Lice

Ringworm

Ringworm of the Scalp

Honeycomb Ringworm




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              cosmetology.doc
Task 2 – Scoring Guide
Exemplary:

          Choose one hair or scalp condition and complete a verbal
         report on the information.

Proficient:
       100% score on the worksheet

Progressing:
      75% score on the worksheet

Not Yet Meeting Standard(s) and Indicators(s):
     50% score on the worksheet

Peer Evaluation (Optional) _____
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________




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Task 3 Planning Guide (―SQUARE‖ – Key Elements to Include in the
Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?
Proper scalp massage manipulations

Which Essential QUESTION Will This Task Address?
#2 What are the benefits of scalp massage?

Which UNWRAPPED Concepts and Skills Will This Task Develop?
DESCRIBE (treatments)

What APPLICATION of Learning Will This Task Require? (What will
the students actually do or produce in this task?)
Students will analyze the scalp and perform scalp massage according
to the customers needs. They will demonstrate comprehension of
various massage manipulations by following proper procedures.(this
first lesson will be performed on a manikin)

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?
Milady’s Standard Cosmetology Textbook, manikin, and supplies

What Individual EVIDENCE of Learning Will This Task Provide? (How
will you know by the work students produce what they have learned
relative to this task?)
Score 75% or above on rubric




                                13
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Task 3 Complete Description (The Full Details of What Students Will
Do in This Task)

1. Assemble supplies
     Manikin
     Shampoo cape
     2 towels
     Large tooth comb
     Soft bristle brush
     4 duckbill clips
     Tint bowl and tint brush
     Scalp treatment product (in bowl)
2. Wash and sanitize hands
3. Drape client for a wet hair service
4. Brush through the hair beginning in the nape, working up to the
fringe.
5. Part the hair into four sections (front to back and ear to ear) and
clip into sections.
6. Apply scalp treatment product to the scalp with the tint brush using
¼‖ subsection. (begin at the top of the right back section and work
around the head in a clockwise direction)
7. Perform effleurage scalp massage manipulations
8. Perform petrissage scalp massage manipulations
9. Perform tapotment scalp massage manipulations
10. Perform a rotary massage manipulation on the scalp
11. Shampoo the hair
12. Towel dry
13. Sanitize work area




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Task 3 – Scoring Guide
Exemplary:

          Offer to rebook a future appointment
          Recommend one treatment retail products to the customer
          Discuss the benefits of the service to the customer

Proficient:
       Massage manipulation
        Effleurage (light stroking)
            Petrissage (kneading)
            Tapotement (tapping)
            Rotary (circular friction)
         Product application on the scalp
         Subsections ¼‖
         Sections
         Drape client for wet service (towel then cape)
         Wash and Sanitize hands
      Assemble all necessary supplies and equipment
      Follow directions and procedures

Progressing:
      2 out 4 massage manipulations are completed correctly
      Achieved greater than 75%, but less than 100% of criteria
Not Yet Meeting Standard(s) and Indicators(s):
      Fewer than 75% proficiency criteria met
      I have attempted scalp massage activity but need to try again.


Peer Evaluation (Optional) _____
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________




                                          15
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Task 4 Planning Guide (―SQUARE‖ – Key Elements to Include in the
Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?
Proper shampooing and conditioning procedures

Which Essential QUESTIONS Will This Task Address?
#3 Why is regular shampooing important?
#4 What do instant conditioners do to the hair?

Which UNWRAPPED Concepts and Skills Will This Task Develop?
DEMONSTRATE proper shampooing and conditioning procedures.


What APPLICATION of Learning Will This Task Require? (What will
the students actually do or produce in this task?)
Students will demonstrate comprehension of proper shampooing and
conditioning procedures on a classmate.

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?
Milady’s Standard Cosmetology Textbook, teacher demonstration,
supplies and equipment

What Individual EVIDENCE of Learning Will This Task Provide? (How
will you know by the work students produce what they have learned
relative to this task?)
Score of 75% or above on rubric




                               16
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Task 4 Complete Description (The Full Details of What Students Will
Do in This Task)

1. Assemble Supplies
     Neckstrip
     Towel
     Shampoo cape
     Shampoo and conditioner
2. Meet with assigned partner at the shampoo bowl and decide who
will be the ―customer‖ first.
3. Seat customer
4. Drape for a wet service
5. Turn on the water and test the temperature. (water should be
moderately warm)
6. Wet the customers hair
7. Confirm the comfort of the water temperature with the customer.
8. Apply shampoo and perform shampoo manipulations
9. Lift and support head while cleansing the back of the head
10. Rinse the hair thoroughly
11. Apply the instant conditioner and work the conditioner throughout
the hair.
12. Rinse thoroughly
13. Towel dry
14. Sanitize work area




                                  17
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Task 4 – Scoring Guide
Exemplary:

          Offer to rebook a future appointment
          Recommend at least 2 retail products to the customer
          Discuss the benefits of at least one of the products that you
         used on the client

Proficient:
       Sanitize work area
       Towel dry and detangle the clients hair
       Apply instant conditioner throughout the hair and rinse
       Perform shampoo manipulations and rinse thoroughly
       Test water temperature and pressure and apply shampoo
       Examine hair/scalp and brush through hair
     Drape client for wet service (towel then cape)
    Wash and sanitize hands
    Assemble supplies and equipment
    Follow directions and procedures

Progressing:
      Achieve 8 out of the 10 proficiency criteria

Not Yet Meeting Standard(s) and Indicators(s):
      Fewer than 8 out of the 10 proficiency criteria met
      I have attempted the shampoo and conditioning activity but
     need to try again.

Peer Evaluation (Optional) _____
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________




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Teacher Reflections at Conclusion of Performance Assessment:

         1. What Worked? What Didn’t?



         2. What Will I Do Differently Next Time?




         3. What Student Work Samples Do I Have for Each Task? What
            Scoring Guide Examples of Proficiency Do I Have for Each
            Task?




         4. What Field Notes Can I Provide for Other Teachers Who May
            Use This Performance Assessment?




                                     19
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                         Bloom’s Taxonomy
        Definitions
        Verbs that express varying levels of understanding
        Appropriate responses
1.   Knowledge – Remembering facts
     Verbs: Know, define, memorize, record, name, recognize
     Describe ________________________________.
     Who? What? Where? When? How?
2.   Comprehension – Understanding the meaning
     Verbs: Discuss, relate, clarify, explain,
     Retell in your own words ____________________.
     What is the main idea of ____________________?
3.   Application – Using what you know in a new situation
     Verbs: Translate, interpret, demonstrate, dramatize, practice
     Why is __________ significant?
4.   Analysis – Examining specific parts of information
     Verbs: Distinguish, analyze, differentiate, solve, examine
     Classify _______ according to ________________.
     Compare and contrast _____________ and _______________.
5.   Synthesis – Combing ideas in a new way
     Verbs: Compose, plan, propose, formulate, arrange
     What could you predict from ______?
     What solutions would you suggest from _____________?
6.   Evaluation – Developing opinions, judgments, or decisions
     Verbs: Judge, appraise, evaluate, estimate, select
     Do you agree with _____?
     Prioritize _________.
     What is the most important _______________?




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                     Performance Assessment Roles

                  Sample Roles for Students to Simulate

Advertising                             Journalist
Applicant                               Judge
Architect                               Jury Member
Artist                                  Lawyer
Athlete                                 Musician
Autobiographer                          Newscaster
Biographer                              Parent
Business Person                         Photographer
Campaign Worker                         Photojournalist
Cartographer                            Playwright
Cartoonist                              Poet
Character, Book/Movie                   Police Officer
Chef                                    Reporter
Citizen                                 Researcher
Coach                                   Set Designer
Collector                               Software Developer
Consumer                                Speech Writer
Consumer Advocate                       Stock Broker
Contractor                              Student
Curator                                 Teacher
Detective                               Textbook Publisher
Editor                                  Tour Guide
Engineer                                Travel Agent
Executive                               Tutor
Famous Person
Farmer
Inventor




                                   22
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                  Performance Assessment Products
          Sample Products That Students May Make or Produce

Advertising Campaign
Anthem
Anthologies
Autobiography
Brochure
Business Letter
Business Plans
Committee Board Members
Consumer Newsletter
Debate
Designs for Experiments
Diorama
Ecosystem
Eulogy
Fable
Fashion Show
Film Review
Food Critique
Friendly Letter
GAME
Graphs
How-To Directions
HyperStudio
Inventions
Journals
Judge’s Decision
Lab Report
Lawyer’s Argument
Maps
Observation Logs
Panel Discussion
Personal Narrative
Persuasive Letter
Models
Movie or short film
Museum Exhibit
Newspaper

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Prequel
Proposal
Puppet Show
Quilt
Reaction Paper
Scrapbook
Sculpture
Short Story
Slide Show
Symphony
Tall Tales
Technical Manual
Travel Journals
Website




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Description: Center for Performance Assessment shampoo