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The Official Guide to Effective Teaching and Learning in Hairdressing


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Table of Contents

1. Introduction to teaching and learning in the hairdressing industry Communication skills for teachers Professionalism in the learning environment Safeguarding for children and learners Dealing with learner disruptions Mentoring and being mentored Continuing professional development requirements for hairdressing Development checklist 2. How learners learn Learning theories Applying the theories Using the theory of behaviourism Using the theory of cognitivism Using the theory of constructivism Using the theory of humanism Preferred learning Learning styles Applying Gardner's separate intelligences for hairdressing Impact of learning psychologies and learning styles Dyslexia in the hairdressing industry Teaching and learning for learners with dyslexia Development checklist 3. How to plan for teaching and learning in hairdressing The planning process Curriculum planning Completing a scheme of work Lesson planning Development checklist 4. Teaching and learning strategies and methods Teaching and learning strategies and methods Teaching strategies Teaching and learning methods Using experimental learning Using relating theory to practice and practice to theory Using multi-sensory learning Using modelling Using learning conversations Using e-learning and technology Teaching and learning activites A menu for teaching and learning Embedding differentiated learning Differentiation and learning outcomes Development checklist 5. Assessment methods and techniques Why assess? Recording the results of assessment Initial assessment Formative assessment and assessment for learning Applying assessment for learning techniques Taking assessment for learning further Summative assessment and assessment of learning Qualifications for the hairdressing industry Realistic Learning Environment (RLE) criteria for VRQ delivery NVQ/SVQ delivery Development checklist 6. Successful starts and evaluative ends The importance of successful starts for teaching and learning The importance of evaluative plenaries for teaching and learning Periodic plenaries Benefits of using activities as session starters and for evaluation Starter and plenary activities Teacher or self-evaluation

About the Author

Elaine White has a lifetime's experience in the hair and beauty sector. From salons to education she has been involved with the development and implementation of some of the most influential learning programmes in hair and beauty. She is a technical author, educational consultant, moderator, examiner and inspector for hair and beauty qualifications. Jane Goldsbro is Director of Standards and Qualifications at the Hairdressing and Beauty Industry Authority (Habia). Jane has over 25 years' association with the hairdressing industry. This work ranges from employment as a stylist to salon manager, followed by working with a hairdressing manufacturer as an educator and in Further Education.


Chapter 1 Introduction to teaching and learning in the hairdressing industry Communication skills Professionalism in the learning environment Teaching and learning qualifications and continuing professional development Mentoring and being mentored Chapter 2 How learners learn Overview of teaching and learning theories Learning styles Differentiation Dyslexia in the hairdressing industry Chapter 3 How to plan for teaching and learning Effective curriculum planning Developing individualised lesson plans Integration of industry related subjects into the hairdressing curriculum - key/functional skills, equality, diversity and inclusiveness and safeguarding Chapter 4 Teaching and learning strategies and methods Outline of a variety of teaching and learning techniques that develop into an appetising 'menu' for learning Teaching and learning techniques for starters, the main programme and plenaries Differentiation and extension opportunities Chapter 5 Assessment for and of learning Using assessment for learning Effective checking of learning Chapter 6 Evaluating success Effective evaluation of teaching and learning outcomes Building on the good practice

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