Class: Cosmetology Date: March 21st, 2023 Lesson: New Braids

COS1020: Long Hair Design 1 (pulling from this and interpreting this to my own)
Level: Introductory

Description: Students handle hair confidently, brush, comb and part hair correctly and create ropes, knots and two- or
three-strand braids.

GLO: SLO:

1. define and describe long hair design
2. create and properly secure ropes, knots and two-
and three-strand braids
4. demonstrate basic competencies
1.2 name different techniques used to create long hair
design; e.g., ropes, knots, braids
1.3 identify and describe the implements and materials used
to: 1.3.5 braid 1.3.3 part
2.3.5 three-strand braids

4.2 demonstrate personal management skills to

4.2.1 demonstrate positive attitudes and behaviors

Overview:
We are moving forward! Today we are working on some new braids. The waterfall braid and the fishtail braid. These are much
easier braids to accomplish then the two focus braids we have dedicated our time to the last 3 classes. Students will be able to
watch an example and perform these braids throughout the class.
Introduction: Materials:
I will start the class by posting the seating arrangement on the board as I did last class. The circle seating
arrangement with “stations” was extremely beneficial to the students' learning process and my ability to observe Self assessment
all students work appropriately. sheets

As the tables are arranged and students are coming in, I will hand out mirrors to each station. I will also place slideshow
elastics and bobby pins at the front of the room.

Once we are all ready and settled, I will hand out the self assessment rubrics and touch base with the students
about their last ones.
- Quickly remind students how these self assessments work
- After last class many more of you felt much better and more confident with at least one of the two braids
we worked on. Everyone's progress from when we first introduced the braids to now has come leaps and
bounds so I feel comfortable and happy with moving on and introducing some new braids today.

I will also explain / go over the braiding assessment that will take place throughout the class on March 28th.
This will be posted on the board, and I will encourage students to take time to practice braids when / if possible
outside of class.

I will introduce the first braid, the waterfall braid with some images of the braid on the board

Body: Materials:
Before beginning our first braid I will let the students know that we do not have to do our parting for Mirrors
this braid. Everyone has done so well with their parting technique that I am not worried about trying Bobbypins
to implement it with this braid. elastics
slideshow
Our first braid of the day is the waterfall braid. I will have some images on the board of what this
braid looks like, maybe some of the students will have seen it before.

- Moving to the center of the room with a chair I will ask for a volunteer that I can do this braid
on to show the class. As done in the last class, I will make it clear to the volunteer that they
 will be provided an example after so they can see and learn as well.
- On this volunteer I will do an example of the waterfall braid. Explaining to the students that
this braid feels like the french braid we have worked with, but we are dropping a strand
instead of always adding from both sides each and every time we braid.
- I will check with students as they gather, asking if they can see what I am doing (check vs
telling them to move. I don't know their eye-line, they can probably see even if I don't think
they can)
- I will show how to do one side of the hair and then using a bobby pin, gently pin this braid
onto the hair so that I would be able to move to the next side.
- Show the proper procedure for bobby pinning hair (flat side out, bumpy side down, don't stab
the head with the pin, etc)

Once I have finished the example, I will remind students that they are to start with one student sitting in the
chair and the other partner doing their hair. Then switching.
- Students will be provided with adequate time to work on this braid, I will circle and aid students as
they need the help. The time allotted will be based on observation of their progress.
- I will announce the official partner switch after a bit of time has passed and I have seen progress
from the first partner. Many students are self guided in switching once done, I will make the point of
saying those who have not switched yet now is the time to.
—
Braid two: Fishtail braid.
- I will repeat the example process, asking for a volunteer and showing the example to the students.
- This braid is about taking pieces from each side and crossing them over to the other side. Take a
piece of hair, part it into two and from one side on the outer section, pull a piece of hair from there to
the other “part” of hair you're holding. Repeat switching from side to side.
- Before letting students go to practice, I will let them know that they can either do this on all the hair
at once in the back OR they can ask their partner to part their hair to work on one half of the hair at
a time.
I will circle around the room and aid in the students braiding progress, repeating how I worked with them
with the first example.
—
- If students progress through this braid quickly (for both partners) and there is still a fair bit of time
left in class (20 minutes remaining is the spot for this) I will allow students to go back to working on
french or dutch braids as even though all students felt confident in at least one of those by the end
of last class, they still wanted to work on it more.
 Conclusion:
Approximately 5 minutes before the end of class I will stop what we are doing and ask the students to move the desks back into
the proper formation / seating plan for the room.
I will also give students the time to fill in and hand in their self assessment sheets
Before they leave I will remind them to bring their brush and pencils to class on thursday.

Reflection

What aspects of the Lesson went well?

- I walked away from this class feeling overall really confident with how it went, between instruction and examples and the
students progressed with the braids, I feel really good about it. Specifically I feel the part of the lesson that went well was the
way the students picked up doing the braid really quickly, it definitely boosted their confidence after some were struggling
heavily with the french & dutch braids the last two classes.

What did students struggle with?

- Some students struggled with starting the braids, its the hardest part and I worked to explain and show them when needed to
each student who felt they needed the extra help. Additionally many students are still not feeling confident with finding the
space to be able to see when I am doing the example, which ultimately prevents them from being able to know what to do and
how to do the braid.

What did you struggle with?

- I feel that starting the class I lagged a bit but I made sure to take my time breaking down the braiding assessment for next
Tuesday. Coming to the end of the class, my conclusion was better than past ones but I at times felt that I was just coasting
with the last 20 minutes. Even though it was time for braiding (specifically doing the french and/or dutch that they had wanted
more time for), I was not sure what I was meant to be doing or how I could be guiding students in this space of time.

Were students engaged?

- I definitely felt students were engaged throughout almost the entire lesson. Thankfully this is a class where they choose to be
here as its an option and clearly an interest to them. The few students whos engagement teetered a bit I was able to circle
back to actively and check in to keep them on task.