How can we improve the practice and the quality of our studies in hairdressing? Carme Palacin mpalac43@xtec.cat
PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments Carme Palacin Title Authorship Advertising Carme Palacin Alonso With the support of School CEFR Level (B2,C1,C2?) Grade Content areas Institut Pedraforca B2 Vocational training Marketing Number of sessions 4 Teacher(s) involved Key words Carme Palacin Alonso Hairdressing, marketing
INTRODUCTION TO THE PROJECT TEACHING SEQUENCE DRIVING QUESTION: How can we improve the practice and the quality of our studies in hairdressing? One of the problems faced by vocational training students is the practice with real cases, solving them really, not only on a theoretical level. The more practice they can perform, the more quality their learning will have. It is easy to see that if we increase the number of people who demand our services, we increase the quality of our studies With this premise we face this lesson The advertising campaign, which is included in the professional module "MP10: Marketing and sales in personal image," "UF2: promotion and sales of products and services"
GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS? 1. Understand the concepts they have been working 2. Propose an advertising campaign for our beauty salon (hairdressing workshop of the Pedraforca Institute) 3. Carry out a concrete publicity action of our beauty salon (hairdressing workshop of the Pedraforca Institute) 4. Design how to evaluate the real results of it. 1. Pupils show knowledge of all the important concepts when they propose an advertising campaign for our beauty salon 2. They realize the positive results of the advertising campaign FINAL PRODUCT What is the final product? 1. Labeling of hairdressing supplies in English 2. We will present the publicity actions of our beauty salon (hairdressing workshop of the Pedraforca Institute): - Exhibition of images of our services (keratin, dye, perm, new look) with a description of each one - Advertising posters - Fliers to deliver to the visitors of the exhibition with the list of our services, schedules and prices 3. Pupils will explain it to the visitors
1 Communicative, linguistic and audiovisual competence KEY COMPETENCES Convince potential customers to visit our beauty salon and enjoy our services, our good treatment and the quality of our products. We will show our work by four posters: A poster with beauty salon workers, services and types of hair A poster with hairdressing supplies A poster with women s and men s hairstyles A poster with manicure and pedicure vocabulary 2 Mathematical competence 3 Interaction with the physical world competence 4 Cultural & artistic competence Create creative advertisements 5 Digital competence Prepare advertisements with digital methods 6 Investigate real advertisements and decide whether or not their ethical Social and civic competence appropriateness (respect, non violence...) 7 They are able to organize a simple but successful advertising campaign and they Learning to learn competence realize it. 8 Personal initiative and Appreciate the resources that are in our hands to practice a profession with a very entrepreneurship competence. acceptable level of quality
CONTENTS (Knowledge and Skills) TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS KNOWLEDGE: - Advertising concept - Advertising objectives - Advertising as a sales technique SKILLS: Writing the factors involved in advertising. Defining advertising campaign phases. Sharing information about causes and effects of media advertising. Describing advertising and promotion as an important tool in the process of selling products and services. Expressing one's feelings when contemplating an advertising campaign CONTENT-OBLIGATORY LANGUAGE Afro, assistant, bangs, blow drier, blowout, bob, bowl, breakage, brittle, budding, buffer, buzz cut, callus, cape, chat to, chinlength, classic, client, clippers, coarse, color, colorist, comb, conditioning, crew cut, curly iron, curly, cut, cuticle, cuticle oil, cuticle pusher, cuticle trimmer, emery board, feedback, file, finger bowl, finger-comb, flat iron, foot massage, fringe, frizzi, full service beauty salon, gossip, gown, hair stylist, hairdo, hairdresser, hairline, heel of the hand, hometown, layers, lock, long hair, look, make a living, manicure, marital status, mist, nail brush, nail, clipper, nail file, nail polish, nail technician, normal, off-limits, oily, open-toed shoes, orange stick, owner, page boy, paneling, pedicure, perm, prime, professional, pumice stone, receptionist, religion, revamp, roller, salary, sanitize, sassy, scented oil, shampoo, shears, shipping, shoulder-length, sideburns, side part, skin buffer, small talk, sleek, soak, sole, spa chair, spiked, spray bottle, stainless steel, straight, straighten, style, style book, styling, tangle, tangled, toe separator, touchy topic, tousled, trim, trimmer, unisex, updo, volume, wavy, wide tooth comb I d like a. Do you want any other services while you re here? How about? Or you can get.. Afterwards.
Is there a here?there s no on the staff? How would you like your hair cut today? I d like some advice about... PERSONAL AND EMOTIONAL DEVELOPMENT Acquire an experience in advertising, understanding it as a tool to get to meet some needs, bringing customers to the company with ethics and honesty. MATERIALS and RESOURCES 1. Theoretical brief introduction: Advertising campaign.ppt 2. Example: An example of advertising campaign design.ppt 3. Videos ads that we look at from the real world: Anderson Davis - Zesty Commercial.avi Cillit Bang - The Mechanic.avi http://mashable.com/2017/02/10/ikea-design-refugee-shelter/#eusih17i95qx 4. Tips for successful advertisement: Visual-marketing_-8-Tips-from-Vogue.pptx 5. Aids for oral expositions and interaction: Beauty salon services Beauty salon workers Men s and women s hairstyles Types of hair 5. Teacher assessment:
teacher assessment 1.docx http://edu.glogster.com/?ref=com https://padlet.com/ https://www.genial.ly/es REFERENCES Title: Asesoría y Venta de Productos y Servicios para Imagen Personal (LOGSE, LOE). Marca: VIDEOCINCO Editorial. ISBN:978-84-96699-11-3 Title: Marketing y venta en imagen personal. Authors: M. T. Tocino, M. Recasens, S. Torralba, M. P. Giménez. Isbn 9788415309765 COMMENTS To clarify the activity, we look at the steps of the way: We will carry out the contents of the lesson at the same time than we remember/improve the language We develop the rules of an advertising campaign. We resume them. We investigate real advertising campaigns and decide whether or not their ethical appropriateness (respect, non violence...) We propose an advertising campaign for the hairdressing workshop of the Pedraforca Institute. As far as we need posters of our services, supplies and they are a good tool to remember people that we are here, we will made posters as advertising campagne tools We carry out a concrete publicity action.
ACKNOWLEDGEMENTS I thank the teaching staff of the Pedraforca Institute for its collaboration with the activities, as well as the direction of the educational center that has been at all times overturned with the GEP And last but not least, I thank my family for their support
UNIT OVERVIEW Session Activities Content-obligatory Language Timing Skills Reading Writing Listening Speaking Interaction Interaction T-S S-S S-Expert S-World C M C Assessment Teacher assessment Peer assessment Self-assessment 1 We develop the rules of an advertising campaign and we resume them Materials: Advertising campaign.ppt An example of advertising campaign design.ppt Teacher assessment 1.docx Make a poster with beauty salon workers, services and types of hair to include it in the advertising campaign Materials: Pupilsassessment 1.docx Rubric for pupils assessment Budding, gossip, touchy topic, unisex, off-limits, full service beauty salon Professional. Receptionist. Assistant. Hair stylist. Color, colorist. Hairdresser Nail technician. Owner Blowout. Perm. Styling. Trim. Conditioning. Cut Afro. Breakage. Brittle. Curly. Tangle, tangled. Tousled. Volume. Wavy. Coarse. Curly. Frizzi Normal. Oily 60 min 60 min Writing the factors involved in advertising. Defining advertising campaign phases Explain it to the classroom and the teacher T-S: Show and explain the materials. Answering questions S-S: They decided how to organize the poster. The posters must attract attention, informing about our presence Teacher assessment: some easy questions to answer using the document Teacher assessment 1.docx Self-assessment: they will qualify themselves using the document pupilsassessment1.d ocx and the Rubric for pupils assessment Teacher assessment: using the document Rubric for teacher assessment
2 - We investigate real advertising campaigns and decide whether or not their ethical appropriateness (respect, non violence...) Materials: Anderson Davis - Zesty Commercial.avi Cillit Bang - The Mechanic.avi Iceberg violence gender.jpg http://mashable.com/2017/02/1 0/ikea-design-refugeeshelter/#eusih17i95qX Chat to, client, feedback, shipping 60 min Expressing one's feelings when contemplating an advertising campaign Discuss ethical appropriateness (respect, non violence ) Materials: How do you feel? T-S: We look at some advertiçsement that the teacher chosen because they show respect to human, inclosed women S-Worl: Too easily they will find advertisement in which women are not respected Teacher assessment: some easy points to check using the document Teacher assessment 2.docx Make a poster with hairdressing supplies to include it in the advertising campaign Materials: Pupilsassessment1.docx Rubric for pupils assessment Cape. Blow drier. Clippers. Comb. Gown. Iron. Finger-comb. Flat iron. Foot massage. Spray bottle. Stainless steel. Trimmer. Wide tooth comb. Roller. Shampoo. Shears 60 min Explain it to the classroom and the teacher S-S Self-assessment: they will qualify themselves using the document pupilsassessment1. docx and the Rubric for pupils assessment Teacher assessment: using the document Rubric for teacher assessment
We propose an advertising campaign for the hairdressing workshop of the Pedraforca Institute Hometown, lock, make a living, marital status, sassy, style book, mist, style, look 60 min Describing advertising and promotion as an important tool in the process of selling products and services. T-S S-World Teacher assessment: some easy points to check using the document Teacher assessment 2.docx 3 Make a poster with women s and men s hairstyles to include in the advertising campaign Materials: Pupilsassessm ent1.docx Rubric for pupils assessmentt Straight, traighten. Chin-length. Sleek. Shoulder-length. Bob. Bangs. Fringe. Hairdo. Layers. Long hair. Paneling, Updo Spiked. Sideburns. Side part. Crew cut. Classic. Hairline. Buzz cut. Page boy. 60 min Explain it to the classroom and the teacher S-S Self-assessment: they will qualify themselves using the document pupilsassessment1.d ocx and the Rubric for pupils assessment Teacher assessment: using the document Rubric for teacher assessment
We carry out a concrete publicity action Materials: Visual- marketing_-8-tips-from- Vogue.pptx religion, revamp, salary, prime, sanitize, small talk, open-toed shoes 60 min Sharing information about causes and effects of media advertising T-S S- World Teacher assessment: some easy points to check using the document Teacher assessment 2.docx 4 Make a poster with manicure and pedicure vocabulary to include in the advertising campaign Materials: Pupilsassessm ent1.docx Rubric for pupils assessment Bowl. Scented oil. Soak. Cuticle, cuticle oil, cuticle pusher, cuticle trimmer. File Finger bowl. Heel of the hand Nail brush, nail, clipper, nail file, nail polish, Manicure Orange stick Callus. Pedicure. Pumice stone Skin buffer. Sole Spa chair. Emery board. Toe separator. Buffer 60 min Explain it to the classroom and the teacher S-S Self-assessment: they will qualify themselves using the document pupilsassessment1. docx and the Rubric for pupils assessment Teacher assessment: using the document Rubric for teacher assessment
Materials 1. The advertising campaign.ppt 2. An example of advertising campaign design.ppt 3. Visual marketing 4. Beauty salon services 5. Beauty salon workers 6. How do you feel? 7. Iceberg violence gender 8. Men s and women s hairstyles 9. Pupils assessment 1 10. Rubric for pupil s assessment 11. Rubric for teacher s assessment 12. Teacher s assessment 1 13. Teacher s assessment 2 14. Tipes of hair
1. The advertising campaign.ppt
2. An example of advertising campaign design.ppt
3. Visual marketing
4. Beauty salon services
5. Beauty salon workers
6. How do you feel?
7. Iceberg violence gender
8. Men s and women s hairstyles
9. Pupils assessment 1
10. Rubric for pupils assessment CATEGORY 4 3 2 1 Comprehension Student is able to accurately answer almost all questions about the topic. Student is able to accurately answer most questions about the topic Student is able to accurately answer a few questions about the topic. Student is unable accurately answer questions about the topic. to Listens to other Presentations Listens intently. Does not make distracting noises or movements Listens intently but has one distracting noise or movement Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements. Speaks clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time.mispronounces more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Content Shows a full understanding of the topic Shows a good of the topic. understanding Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. RESULTS: Mostly 4: Congratulations!: Outstanding grade Mostly 3: Very good: Grade of B Mostly 2: You must improve, you know: Bare pass Mostly 1: You cannot do it better? Really? Don t pull my leg!. Fail
11. Rubric for teacher assessment Outstanding grade B grade Bare pass Fail The student has worked with his mates well, in a collaborative way. The student has worked with his mates, in a collaborative way, most of the time. The student has worked little with his mates, in a collaborative way. The student has not worked, in a collaborative way, with his group. Each student has a speaking role. Voice quality is clear, audible, and uses inflections. Each student has a speaking role. Voice quality is clear and audible, but without inflections. Students do not have an equal speaking role. Voice quality needs more attention. Voice recording is missing. Each student projects a message of professionalism in the world of personal image Almost every student projects a message of professionalism in the world of personal image Few students project a message of professionalism in the world of personal image Any of the students project a message of professionalism in the world of personal image All students have heard with respect and attention of others exposicions Almost every student have heard with respect and attention of others exposicions Few students have heard with respect and attention of others exposicions Any of the students have heard with respect and attention of others exposicions The exposicion is structured: introduction, development, conclusion The expocició is almost structured: Missing introduction or conclusion The expocició is unstructured: Missing introduction and conclusion The expocició is very confused
12. Teacher s assessment 1 1) Comparative advertising a) Is done when a business opens b) The type of advertising that aims to place a product as superior in some way c) It is to keep our product in the memory of the target 2) How do you assess the effectiveness of advertising? a) Comparing sales b) Asking new clients if they have seen advertising c) The two above are correct 3) Which is better strategy, to decided who do we direct advertising, or directing advertising to everyone: a) To decided who do we direct advertising b) Directing advertising to everyone c) It depends 4) We need to know before starting the campaign when it last in time, or maybe is better to decide it as we go by a) We need to know before starting the campaign when it last in time b) Maybe is better to decide it as we go by c) It depends 5) The next item is a) A slogan b) An advertising campaign c) A logo
13. Teacher s assessment 2 ASSESSMENT OF CORRECTION TO ORAL EXPOCICIÓN ORGANIZATION OF EXPOSURE (p 2): Presentation Central body Conclusion Balance in the distribution of contents between members of the group (p 1) STAGING. Examples: location of each member of the group at the time of the exhibition, start and end the exposure of each person, the level of attention and concentration exposure, clarity tasks to do in each moment...) (2 p) Mastery of the subject (p 4) ORIGINALITY (p 1) TOTAL
14. Types of hair