my lesson today is going to be on ergonomics

um a little bit about my classroom,

I am a cosmetology instructor and a secondary education setting

as a cosmetology instructor.

It is a post secondary curriculum that my students use.

So it makes a little bit more difficult to understand.

Sometimes I have my students do a lot of

guided reading throughout theory lessons just to make sure that

we're all on the same page and that they're

getting everything that they need to out of the curriculum

for this lesson.

I've chosen the topic of ergonomics which is extremely important for my students to

learn as they will be practicing daily habits and duties in a salon setting.

That can be very difficult on your body.

It's important for the students to have a

little bit of background before this lesson.

They need to make sure that they understand the daily demands of being a

salon professional and they need to make sure that they know exactly how to

take care of their bodies to make sure that they're practicing

proper ergonomics so that they don't have long term side effects of

um

pain or suffering from being on your feet for long hours.

The student ages that this lesson is going to work with is 15-16 year olds.

They're at 1/10 grade academic level and

their current cosmetology cosmetology level is one,

their first year students, they've got a preview of the curriculum,

they're just starting into the program.

We're learning a little bit about health

body and mind to start out professional development

and to make sure that they're aware of all of the demands of the industry.

The students that I'm going to focus on as english language learners

R. M. B. Which is a 10th grade student.

She's from Germany she's developing um phases

of learning throughout the English language.

She still tends to feel uncomfortable when she's

working in group settings and with other students.

But I have incorporated a group

a little bit of group work with this lesson to make sure that we pull

her out of her comfort zone just a little bit while she is learning a

little bit easier section of the curriculum

so that she can get more comfortable working

with others as as a salon professional is a very demanding part of our job.

My second learner that I'm going to work with today is E. S.

She's also 1/10 grade student and also from Germany however she does present with A.

D. H. D. This makes it difficult for her to stay on task at times.

And she often works better if she's paired with a stronger partner.

She's also a german language learning student and she

prefers a partner that is more familiar with her

language and she's not very strong with her english yet

while these students

while these students work on

their lesson today I will make sure that I am

checking on them and guiding them throughout the guided

reading as I will without each other students.

As we continue in my explanation we are going to talk about my strategy rationale,

I've created two different work sheeps

worksheets to help my students as they continue the guided reading

portion of the lesson.

The first thing that they're going to do is they're going to

preview a key term concept check and complete that throughout the reading.

I will show you

on the next slide

examples of this and go into a little bit

more depth about how they're going to use them.

The second worksheet is a K. W. L.

Worksheet which allows the students to already

put what they know about ergonomics,

what they want to know about ergonomics.

And then at the end of the lesson they're

going to tell me what they learned about ergonomics.

I think that it's important to have guided reading

strategies used in many of my theory lessons to make

sure that all of the students are getting as

much as they possibly can out of my theory lessons

in order to check on them as they work through this and assess them properly.

I do make sure that we are all working through

it at the same time giving those who may need a

little bit of extra time that time while others kind

of preview through what the next step is going to be

on the next slide. I'm going to show you some examples.

My first example is going to be the ergonomics

key terms concept checks and definitions on this page.

it has two columns,

the left hand side of the page has blank spots as well as the right hand side.

What the students are going to do before the lesson

is take a look at the left hand side,

they're going to read the word and they're going to properly mark

according to their knowledge on this word, to record prior knowledge.

So for the first one, ergonomics,

the students will either put a zero if they've never ever heard the word before and

then they'll put a plus sign if they've heard it but can't explain it to anybody.

And then they'll put a check mark if they've

heard the word and can explain it to somebody.

The students after they read all of these

words will go down through and mark them appropriately

throughout the lesson.

They're going to then record the definition for each word as

we stop for the guided reading and make sure that they

have the proper

definition.

So we'll start with the reading, I'll read some,

some of the students would read some if I were in a classroom

if they wanted to and then as you see a bold term or an italicized term,

we're gonna stop,

we're going to discuss a little bit farther and make

sure that everybody's recording this in their definition of notes

and then after the lesson is done and the guiding reading

is the guided reading portion of the lesson is done,

they're going to go back onto this first sheet and they're going

to look at it and then they're going to mark them again

once again same directions zero if you've never heard the word before,

which at this point nobody should have a zero on the right hand column.

Um a plus sign if you've heard the word before,

but can't explain it to anybody and then a check mark,

if you've heard the word before and can explain it to somebody.

So the goal for this is to have check marks all on the right hand side column,

but as we know, not everybody learns the same.

So I want to make sure that as the students fill this out,

I'm walking around assessing them and seeing what needs to

be maybe discussed more in depth for this section.

The other worksheet that I have is the K. W. L.

The first column they're gonna go in and they're going

to write down what they already know about ergonomics.

Some students may have talked about this in physical science or in

another class and they may know a lot about ergonomics already.

Um Other students may not know anything.

So this gives us an opportunity to record prior knowledge.

Then we're going to write down what we want to know about ergonomics.

So we've already looked at the concept check and we

already know some of these words and you know,

maybe we're familiar with carpal tunnel syndrome.

And so the students go in and they're going to

um write down what they may want to get out of this lesson and then at the

end of the guided reading after they've maybe

seen some of their questions and you know,

connected more of the dots with the words

that are on the concept check and what they wrote in the one section of the K. W. L.

Worksheet, then they're going to go and write in what they've learned in the lesson.

So this gives us time to kind of write down, okay,

I learned a B and C about ergonomics and then what we

can do is we can all discuss maybe one thing on our

learn columns so that the students can have a little bit of a review and discuss

maybe one of them learned

something that another one didn't

and then we're going to talk about lesson objectives.

So my objective for this lesson is that with the help, the help of the instructors,

the students going to list multiple ways that a

stylist may or may not be practicing ergonomics in

a salon professional setting.

They're going to do this as an exit slip with 100% completion with a partner.

The partner works very important to me as it's going

to touch on my language objective of as well of

having the English language learners paired off with somebody so

that we know that they are comfortable in their answers,

maybe I'm an english language learner that doesn't write great in english.

So they're going to have their partner help them with their writing or if

they need help speaking in english they're able to have me assist them and

their partner that's german learning to make sure that we're all on the same

page and that they're getting everything that they need to out of this lesson.

And then I have my reference page. So my references are a couple of things. I have a

um what is guided reading

website that I found very interesting because it talks about how guided reading can

be powerful in the instructional setting for

many different ages and many different curriculums.

And then I also referenced the max teaching book that I

have learned to use the concept check from in the K.

W. L. Sheet.

These are two strategies that I use a lot in my program for guided reading.

And they also allow me to follow the max teaching guidelines to

make sure that my students are previewing and getting before the lesson knowledge

and then they're doing what's in the middle of the lesson, what are we learning,

what are we working on?

So during the lesson and then we're going to

talk about what we learned after the lesson.

So I think it's very important to incorporate the max teaching strategies into

my lesson as well

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