©Pivot Point International, Inc., 2010

©Pivot Point International, Inc., 2010
ORIENTATION ORIENTATION Title page ©Pivot Point International, Inc., 2010

Show this slide as participants arrive.
Display Salon Fundamentals program components on a table at the front or along the side walls of the room on skirted tables (if possible). Position LCD projector. Turn LCD Projector on first, then computer. If available, plug in the remote control device into the mouse port on the back of the laptop computer before turning on the laptop or projector. Once the LCD projector has been on a few minutes, touch the orange standby key to start the connection to the screen. Note: In the event a connection does not occur you may need to use a function key on the computer. Look for the diagram of a monitor on the function row of keys. Open the presentation file on the computer and ensure everything is working properly. Check the lighting controls and adjust the lighting if necessary. The LCD works best positioned about 20 feet from the screen. Place participant props on the tables and either place the handouts at each participant seat or ask an assistant to hand them to participants as they enter the classroom. 2

ORIENTATION Click through each program and announce that you will be sharing details about each program during this orientation. 3

Welcome Agenda Introductions ORIENTATION 4
Welcome participants to the orientation seminar for Salon Fundamentals. Introduce yourself. Announce that Salon Fundamentals is unique in that it contains a learning system built right into the program. Why is that a good deal? Well, as a school owner, you can be assured that students will reflect back and remember they learned how to be a better student when they attended your school. As a teacher, you will be able to work smarter, not harder. No longer will you be isolated within a classroom without tools to increase learning. Salon Fundamentals contains seven Mindframes designed to gain students’ interest, exchange ideas, support learner performance, validate learner achievements and promote learner responsibility. Today our primary goal is to support your understanding and implementation of this dynamic program. Ensure that all participants are comfortable and that everyone has received the appropriate materials. Announce break, lunch and dismissal time frames, restroom locations and meal function details. Describe the flow of the instructional plan of the day by saying: First, we will review the components of the Salon Fundamentals programs. Then, we will discuss how the brain learns and how the seven Mindframes incorporate this knowledge into the course materials. Later, we will actually preview the contents of each textbook and Study Guide to gain an understanding of how the content is delivered. Finally, we will summarize the session and wish each other a safe journey home. Learning Connection: “JUST LIKE” INTRODUCTION Ask participants to look around the room, in their pockets or purses or wallets and find an object they can use as a tool to create an analogy that states why they as a teacher are “just like” the item that was selected. Announce that you would like each participant to say who they are, where they are from and then share the analogy they have created. You might choose to offer an example by saying: “Good morning, My name is Ann Jones. I am from X,Y,Z school in (Name of that Town) and I have selected this pencil because as a teacher I like to get to the point, I am able to erase my mistakes and start over and I can be sharpened by attending classes like this one.” 4

Following This Seminar You Will Be Able To...
Implement the educational components of the Salon Fundamentals program Identify basic facts about how the brain learns Teach using 7 Mindframes to assist learner brainpower Gain higher levels of learner involvement and long-term retention Summarize the “Just Like” introduction exercise by sharing with participants that creating analogies is one of the most effective tools an instructor can use to help paint pictures with words for learners as they are attempting to make sense of what they are learning. Review objectives above with the participants. 5

Salon Fundamentals TEXTBOOK STUDY GUIDE EXAM PREP TSM DVDs
KNOWLEDGE BUILDER Ask participants to join you for a brief look at each component. Salon Fundamentals products are sold as a complete program and then, individually with the textbook/Study Guide as one unit. The components of the program include: Textbook Companion Study Guide (click to show text) Exam Prep (click to show text) Teacher’s Support Material with editable CD-ROM (click to show text) DVD program (click to show text) Knowledge Builder (click to show text) 6

Salon Fundamentals Textbook
Cosmetology 3 Units 15 Chapters Esthetics 14 Chapters Nails 10 Chapters Preface Chapter Preview Objectives Value Statement Main Idea Plan Reader-Friendly Content Step-by-Step Procedures Decision-Making Skills Present the major features of the textbook. Emphasize the step-by-step procedures and point out the decision-making skills content found within the “Its Up to You” exercise at the end of each chapter. 7

Cosmetology: Animated to show each unit title followed by each chapter title. Builds until all units and chapters have been shown. Preview the units for each course on this slide and the following two slides. 8

Esthetics: Animated to show each unit title followed by each chapter title. Builds until all units and chapters have been shown. Continue previewing the units for each course. 9

Nails: Animated to show each unit title followed by each chapter title. Builds until all units and chapters have been shown. Continue previewing the units for each course. 10

Salon Fundamentals Textbook
- Bold print, or - Heading changes in color and size, or - Bulleted, or - Placed in a chart Or in a side bar Within each textbook much attention has been placed on highlighting key points. In the Salon Fundamentals Textbook, the methods displayed here help prioritize content for the learner. 11

Salon Fundamentals Study Guide
Preface 1-Page Preview SmartNotes Learning Connections Talking Points Challenge and Brain Conditioners Rubrics Reflection Notes Lessons Learned Comprehensive Glossary Introduce the Study Guide. The Study Guide allows the student to: Manage information Direct their thinking Tap into their natural intelligence Express and create gained knowledge Practice test events for exam preparation 12

Salon Fundamentals Study Guide
Contains everything the learner needs to know to be successful for licensure and entry-level placement. The learner transforms learning into meaning by rewriting the textbook into his or her own words. The learner gains confidence by thinking, solving puzzles, writing, drawing, etc. The 7 Mindframes are the learning strategies mindful teachers use to help direct learners to use their brain power. The Study Guide allows the student to personalize and prioritize the textbook in their own words. In a sense, students are rewriting their own textbook. 13

Salon Fundamentals Teacher’s Support Material
3-Ring Binder Curriculum Planning Charts Detailed Lesson Plans Learning Connections Answer Keys Chapter, Unit and Final Exams Blank Rubric Templates Course of Study Checklist Companion CD-ROM (Editable lesson plans and Rubrics) Describe the features of the Teacher’s Support Material. In Cosmetology, there are 15 lesson plans, Esthetics contains 14 lesson plans and Nails contains 10 lesson plans. The lesson plans are comprehensive and provide detailed instructions for leading the lesson. 14

Salon Fundamentals Knowledge Builder CD-ROM
Cosmetology – Over 1800 Questions Esthetics – Over 1700 Questions Nails – Over 600 Questions You create the test you need Introduce the Knowledge Builder CD-ROM. Cosmetology - Over 1800 Questions Esthetics – Over 1700 Questions Nails – Over 600 questions Create new tests and study guides within minutes 15

Salon Fundamentals Exam Prep
Chapter tests Answer key with page references 100-question final exam Helpful hints on taking multiple-choice tests and effective test-taking tips “Did You Know” statements that provide rationale for the questions The Exam Prep is designed to be a support tool for students preparing for licensure. Used in conjunction with chapters or as a follow up after studying, the Exam Prep is a dynamic support tool. The Cosmetology Exam Prep contains 15 chapter tests, Esthetics has 14 chapter tests and Nails has 10 chapter tests. In addition, a final exam of 100 questions is offered in each Exam Prep. 16

Salon Fundamentals DVD
Multiple discs Covers material in all chapters Theory and step-by-step procedures Describe the features of the DVDs. Cosmetology contains 5 discs: Unit 1 = 1 disc; Unit 2 = 3 discs and Unit 3 = 1 disc. Esthetics also contains 5 discs: Unit 1 = 1 disc; Unit 2 = 1 disc, Unit 3 = 2 discs plus a disc containing bonus tutorials and extras. Nails contains 2 discs: Chapter 8 and Chapter 9 each have a disc. DVDs serve as the leading support tool within the classroom. Captured step-by-step procedures are among the best in the industry and clearly offer every educator and student a clear, concise look at the necessary performance skills. 17

Salon Fundamentals Theory Essentials CD-ROM – Slide Presentations
Supports Chapters of Salon Fundamentals Cosmetology Textbook Designed for both classroom use and self-study Based on the 10 elements of Mindful Teaching® Ensures most effective delivery of theoretical concepts Fun, stimulating and colorful The Theory Essentials CD-ROM is yet another dynamic support tool for the classroom. The slide presentations found on this CD-ROM support Chapters 1-6 in Unit 1 of Cosmetology. Animated and interactive, this learning tool invites the learner to a deeper understanding by placing learning in different context. 18

Learning Conditions Learning occurs when it is…
Learning grows when it… Personal Natural Emotional Developmental Self-Correcting Lifelong Involves all of the senses Depends on a more inclusive way of “seeing” Happens in a light-hearted, joyful place Introduce to participants that you would like to now discuss some important information about learning in an effort to help them better understand the concepts woven throughout the Salon Fundamentals program. Personal refers to the student being engaged (thinking) during the learning process. Natural means permission is present within the classroom to be curious, investigative, and encouragement is given to create associations to build memory retention. Emotional relates to feeling first…. If you are going to teach me, gain my interest first. Emotion sets learning in motion. Without emotional impact learning lacks long-term retention. Developmental implies stages of concept, correction, understanding, application, assessment. Self-Correcting means recognizing, correcting, redirecting. Lifelong is ongoing and also relates to developmental. Involves all the senses refers to experiential, sensory or active learning. It means to go beyond hearing and seeing. Depends on a more inclusive way of “seeing” refers to the fact that the brain can manipulate visual input easier than auditory. Visual representation allows easier access by the brain. Auditory input or listening is taxing to the brain and requires more steps to process. Visual is quicker and longer lasting. Light-hearted and joyful identifies an environment and physical/mental condition recommended for learning. 19

Brain Basics: Patterns
The brain learns by searching for patterns that “make sense.” For example, the brain stores information by how it is similar to something it already knows, but recalls information by how items are different. The brain’s natural reaction is to search for how information is different. You say black, the brain thinks white. Differences or opposites are the first file drawer in the brain to open when asked to locate or recall information. Share the following examples and ask participants to let their brain “do the driving” as they share their first “natural” response. You say: Participants will likely respond with: night day up down yes no good bad tall short Similarities and differences become patterns the brain uses to make sense of what it is attempting to learn. Additional patterns include things that are joined commonly with a conjunction like “and”…such as in the following slide. 20

Pairs That Make Sense Shoes and Socks Salt and Pepper Rise and Shine
Before and After You may want to ask the group to come up with additional pairs related to the Cosmetology, Esthetics and Nails topics, such as: Comb and Brush Cut and Style Facial and Makeup Shape and File Bride and Groom 21

Rhythms and Rhymes Patterns That Make Sense
A funny story with a punch line is called a ______. joke Coke® When you are thirsty you buy a can of _______. You tie things down with a _______. rope The brain stores information by how it is similar, recalls information and increases retention of information through patterns that make sense, such as rhymes or rhythms. Present the four statements on this slide and ask participants to respond by completing the statement. Participants will feel the brain at work in its natural cycle as rhyming drives the thought process. The white of the egg is called the _________. albumen 22

Brain Basics: Stories The brain creates more sophisticated neural connections by integrating ideas into a coherent story. The brain likes a beginning, middle and end. It is hard-wired to pay attention at the beginning and to come back to the same close attention at the end of the story. Sometimes, depending on the length of the story, the middle gets fuzzy. A coherent story means that learning moves from simple to more complex. In other words, teach the color wheel before teaching how to formulate or mix colors. Build test questions in a progression from how the content was introduced through to the conclusion of the lesson. Ask review questions in an order that is directly related to the order in which the content was introduced. This Brain Basic also implies that a student will remember a storyline before they remember a string of facts. Add human interest to the lesson through the use of testimonials or guest speakers, add elements of surprise or curiosity as you move through the lesson and lead to a climatic summary as you end the lesson. 23

Brain Basics: Emotions
Emotion exerts powerful control over learning: Downshifting and excessive stress hamper learning. The 3 Shifts of the Brain In other words, there are three parts of the brain connected to the learning process: - Conscious - Unconscious Survival When students downshift from stress or overload of emotion, the brain goes from thinking, which is found in the top part of the brain, to the mid-brain, or the unconscious part of the brain. Learning does not occur in the unconscious part of the brain, automatic reactions occur here. Boredom or lack of interest also causes downshifting of the brain. The illustration on the slide provides a brief look (made simple) of the conscious (thinking) part of the brain, the mid-brain (unconscious) and the base of the brain where decisions of fight-or-flight or survival are made. Teachers want to help keep the student in the thinking or conscious part of the brain. Curiosity and interest help keep the learner in the thinking mode. 24

Brain Basics: Interaction
The brain develops higher levels of thinking ability by interacting with different and unique types of learning tasks. It is the interaction of the student and the content that helps transform learning into new meaning. The goal here is to utilize “best practice” delivery methods and learning strategies that involve the learner. It’s all about transforming or allowing the student an opportunity to change what is being learned into MEANING by using products and thoughts to construct new meaning or something that makes sense to them. Building a color wheel, acting out role-plays or solving problems within a group setting are just a few of the ways students work together to build meaning. 25

Brain Basics: Categories
The brain organizes information to be learned by sorting information and raw materials into categories. There are four verbs that describe the primary sorting patterns used by the brain. Two of them have already been presented: similar and different. The brain also utilizes compare and contrast as sorting tools for storing and recalling information. Examples of using these categories of sorting include: Similar: zygomatic bone (cheek bone) and zygomaticus (muscle attached to cheek bone) Different: public hygiene and personal hygiene Compare: oily skin to dry skin Contrast: acid in contrast to alkaline 26

Brain Sort 5 44 to 48 8 10 60 to 80 9 By the Numbers
An example of helping students sort during the learning process of a chapter could be categorizing all the numbers that are important to recall. By placing numbers as a category you are giving the brain the signal that these are similar and by identifying how they are different through their meaning, you are helping the brain call them up faster and remember them for a longer period of time. Examples used on this slide include: 5 – primary types of tissue 44 to 48 ounces – weight of the brain 8 – number of primary organs 10 – systems of the body 60 to 80 – heartbeats per minute 9 – hours (time it takes to digest food) 27

Brain Basics: Active Learning
Active learning builds smarter brains. Active in this case refers to the actual engagement of the student in academic learning time. During this time the student is not listening to a lecture or viewing an A/V presentation. Instead, the student is constructing or building meaning by participating in active individual or group learning—working to create meaning through the use of discussion, problem-solving, practice workshops or assessment sessions, etc. Research tells us that the more the brain learns, the larger the capacity is for the brain to learn more. Research also tells us that active learning increases the potential for learning more and remembering it longer. Combining these two pieces of the latest research has helped us build a strong learning system within the Salon Fundamentals program. 28

Keys to Learning Students are more likely to gain greater understanding and derive greater pleasure from learning when they are encouraged to… TRANSFORM LEARNING INTO PERSONAL THOUGHTS AND PRODUCTS THAT MAKE SENSE. Learning is defined as a change in behavior. The two primary methods for causing learning to occur are repetition and emotional impact. The 7 Mindframes that we will be taking a close look at are designed to help students use their brain power in specific ways while utilizing repetition and emotional impact. 29

Unique Learning System Within the Salon Fundamentals Program
To help build understanding and long-term retention, the brain utilizes 7 specific steps when learning new ideas. Salon Fundamentals helps students use these specific ways to demonstrate brainpower by incorporating… THE 7 MINDFRAMES Inform the participants that the next portion of the seminar will highlight the 7 Mindframes, which are the components of the learning system that is built into the Salon Fundamentals program. Explain that a detailed explanation of the 7 Mindframes can be found on the following pages of the Study Guides for each course: Salon Fundamentals, Cosmetology Study Guide, pages 2-10 Salon Fundamentals, Esthetics Study Guide, pages pages v-xiv Salon Fundamentals, Nails Study Guide, pages 1-12 30

The 7 Mindframes 1 Previewing 2 Naming 3 Connecting 4 Self-Checking 5
Applying Review the names of the 7 Mindframes that will be presented. 6 Self-Testing 7 Journaling 31

Learning Opportunity – Use the 7 Mindframes for every subject to help:
1 Focus attention and manage information Personalize and identify important information Identify patterns and build memory capacity Reinforce organizational skills and foster self-esteem Apply knowledge of important skills Practice test events Reflect on improved learning capacity 2 3 4 5 Emphasize that the 7 Mindrames are educational tools that mediate learning and can be used for any subject that is being presented to students. Mediate means to bring about or to reconcile. Mediate is the process of helping a teacher select the appropriate learning strategy for each and every student. Mediating learning as a teacher means that you have tools that mediate or bring about learning. You have different tools for different learners. Tools that work best for most students are usually referred to as “best practice.” Teachers who mediate by finding the right tools for each learner can expect their students to be successful. Salon Fundamentals provides Mindframes that help teachers mediate learning. 6 7 32

Salon Fundamentals Learning System
Each of the 7 Mindframes is accomplished in your classroom by following the Salon Fundamentals Study Guide. In reference to the Study Guide, the students work their way through different exercises that allow them to use their brainpower in different ways. Therefore, the Study Guide becomes a source for mediating learning. The Study Guide is a primary mediation tool for the Salon Fundamentals program, but has other various tools located within it, just like a tool box. To help identify the specific Mindframe each exercise requires, an icon is placed at the bottom of every Study Guide page. The Mindframe being used on each page is highlighted. On some pages, more than one Mindframe is highlighted. Ask participants to preview the pages of their Study Guide to see where the Mindframe bar is located. Specific pages you could call out include: Salon Fundamentals, Cosmetology Study Guide, page 19 or 20 (page 20 has two Mindframes on one page). Salon Fundamentals, Esthetics Study Guide page, 1 or 10 (page 10 has two Mindframes on one page). Salon Fundamentals, Nails Study Guide page, 1 or 13 (page 13 has two Mindframes on one page). 33

A specific way to use brainpower
Mindframes A specific way to use brainpower Again, before we take a close look at the 7 Mindframes, remember each Mindframe highlights a specific way to use brainpower. Throughout the Study Guide, Mindframes identify the type of brainpower needed to complete the exercises…allowing the Study Guide to help mediate learning. 34

Enables the learner to get the big picture before turning attention to details.
Previewing invites the student to look through the information. The Value, Main Idea and Plan found on the opening pages of each chapter in the textbook and Study Guide are methods used to invite the learner to preview and become familiar with the information. Learning involves paying attention to things that are important. The teacher activates learner interest by calling out the important concepts. Previewing is the mindframe that generates a safe point of departure into new learning by beginning with what the learner already knows. The teacher connects to the learner’s prior knowledge to build confidence. Previewing also establishes the amount of energy the learner will use in order to be successful. The teacher communicates expectations to offer direction. Previewing sets up memory files that will be used later to make sense of new ideas and information. The teacher frames the content to help learners see the big picture by using visual advance organizers. Previewing is a strategy that falls within the Readiness Phase of Mindful Teaching. 35

When the mind approaches something new, in order to learn, it:
Scans Skims Skips Notices what it likes or doesn’t like Notices what it knows or doesn’t know What is the first thing you do when trying to decide if you should buy a book? You leaf through the pages. You scan, skim, skip through the pages and try to determine if it is something you would be interested in. The mind works that way with anything new. The same is true when you go to a restaurant and receive the menu... You scan through the pages to see what they have. You skim back through the headings to see if they have specials or specialties. You skip over the details until you narrow down what you want. You notice foods that you like. You notice foods that are new or different. The teacher attempts to bring out what is complex or different or new or familiar based on the material being presented. 36

When should educators preview?
Why preview content? To cue attention, activate learner interest, set the stage for meaningful learning When should educators preview? At the time new content is being introduced or continued to another session How should students preview? Why preview content? Verbal or visual cueing by the educator helps gain attention and build learner curiosity. Previewing offers teachers strategies for gaining student interest, confidence, direction and ability to see the big picture during the Readiness Phase of teaching. When should educators preview? The more complex the topic, the more time needs to be spent Previewing. In typical introductions of new content 15 to 20 minutes of the first hour would be spent Previewing. How do students preview? Many educators prefer to use a pair share to preview materials. In general, variety is the answer here. By using pairs, small group or independent (individual) approaches to Previewing, the student is offered a variety of learning strategies and opportunities to become familiar with the information. Individually, in pairs or small groups, followed by feedback from the instructor 37

How does an educator decide what to preview?
Identify aspects of the chapter that would attract learner interest Determine prior knowledge that could be connected to the content within the chapter Inform students about content within the chapter that will require extra effort to learn How does an educator decide what to preview? By identifying parts of the chapter that would initially draw learner interest the educator gains a level of attention at the beginning of the lesson that is more personal for students. By determining the prior knowledge that could be connected to the content within the chapter the educator helps build student confidence that they can accomplish the goals within the new learning. By informing students about the efforts that will be needed in specific areas, the educator is providing a road map that will help students measure how they are doing as they prepare to study and learn the content within the chapter. Strategies for delivering Previewing include: Group discussion on what is not known or feared to know about the upcoming topic Group question on a related topic with which the learner might have past experience Individual effort of above methods Scavenger hunts for: New words or terms found by the learner Familiar words or terms to the learner Difficult concepts assigned by the teacher Specific words or terms as assigned 38

MAIN IDEA of the message PLAN for linking the message
VALUE for the learner MAIN IDEA of the message PLAN for linking the message Both the textbook and Study Guide provide Previewing at the beginning of each chapter. The idea behind the Value is that if students feel good about how what they are going to learn will impact their life, they are more interested. If students see what is in it for them as a benefit, they will pay more attention. Remind the group that the students are tuned into radio station WII-FM (What’s In It For Me?) The Main Idea makes use of chunking again, in the sense that it gives an overview of the chapters in very few words. The Plan is an advance organizer. It shapes the information in an organized manner and previews the major areas of study. It is designed to work like a road sign that indicates what the road is like ahead. Ask participants to turn to page 1 of the Study Guide and pages 1 and 2 of the textbook to see the Value, Main Idea and Plan. Discuss that each chapter begins with the same opening style. 39

Previewing within the textbook and Study Guide
The screen will animate Chapter 1 pages 23 and 24 to show previewing in the Salon Fundamentals Cosmetology Textbook. Then, page 11 of the Study Guide appears on the screen. Point out the following components: - Mindframe Bar - Value Statement - Main Idea - Plan 40

Mindframe 1, Previewing Exercise Preview Chapter 1:
What looks familiar or might be easy to learn? What looks like it might be difficult to learn? Are there new terms that are unfamiliar? What looks fun to learn more about? Assign participants to work in pairs as they answer the questions displayed on the screen. Instruct pairs to be prepared to share their findings with the whole group. Refer participants to the Mindful Teaching Fieldbook, Volume 1, for additional Readiness Phase Learning Connections on pages 1-52. 41

A template you can use to preview:
Explain to participants that a previewing template can be found in the Addendum of the Mindful Teaching Fieldbook, which can be made into a handout for students to work in groups or pairs for discussion and then shared with the class. 42

Puts content into the learner’s own words in a form that makes sense—note-taking.
Naming is all about putting a label to the learning, prioritizing how important it is and then personalizing it or naming it. Naming means defining. Learning involves paying attention to DIFFERENCES. Naming is the Mindframe that focuses learner attention on what makes things the way they are. Once something is labeled as different from other things, it gets a name. Naming is the Mindframe that helps the learner put ideas into an order that makes thinking about them easier. Naming is the Mindframe that uncovers why things are unique. Naming is a part of the Delivery Phase within the Mindful Teaching program and occurs during the Exchanging of Ideas segment when the educator is defining and explaining during the interactive lecture. 43

The SmartNotes system of note-taking identifies:
Main topics Page references Key terms SmartNotes help students: Manage information Build memory from what the hand writes or jots down in short phrases and/or doodles Modeled from Dr. Walter Pauk’s Cornell Notes, SmartNotes are the component within the Study Guide that allow students to apply the naming Mindframe. To summarize – SmartNotes allow the learner to: Direct their thinking (Header and recall [left] column identify key points) Manage information (headings and page references are already done) Tap into their natural intelligence (what they already know) Personalize their learning (by giving it a name) Prioritize their learning (by seeing how much space is allowed to write notes) Naming is all about differences—how is this different from what I already know? What name should I give it to remember it? Naming defines and prioritizes the content. 44

Why assign note-taking?
To create an organized set of notes for future review and self-testing To identify key concepts and terms necessary for understanding the content When should educators have students take notes or name content? Why name content? Organizing and managing content is easy for learners that are above average, but difficult for those average or below. Having prepared note pages provides cues for the student who struggles with organizing and managing information. Naming states the critical differences between topic areas. Naming identifies, defines, lists and labels differences. When should educators have students take notes or name content? SmartNotes can be completed during the lecture, assigned as a follow up to the lesson, or as a self-study prior to the lecture and then refined during the lecture. Any time important segments of content or related information are explained 45

How should learners take notes or name content?
Individually, during the lecture How should educators assess or grade the notes students are creating? Educators are encouraged to assess effort and mentor creativity One thing students cannot do is copy the words straight from the book or slide How should learners take notes or name content? It is generally recommended that students work alone and take notes during the time the educator is lecturing. However, in more complex areas of study you may want students to pair up and collaborate on their notes in an effort to share knowledge and expertise. Should learners assess or grade the notes students are creating? What is important here is that students are given permission to be creative and are encouraged to personalize the information. In essence they are rewriting the text in their own words. Educators should give guidance to a student who is struggling with note-taking, but also avoid being so structured that the student’s own system of knowing cannot surface. Many educators ask students to display some of their SmartNotes to give other students ideas. 46

Ask participants to open the Study Guide and turn to:
Cosmetology, pages 12 and 13 Esthetics, page 6 Nails, page 5 Point out that the left column along the side of the SmartNotes identifies the important segments of content for the student. This is called the recall column and is used for self-testing when notes are completed by covering the left or right column of the SmartNotes and naming the area covered by using the uncovered content to direct the test. Explain to participants that the notes do not need to make sense to anyone but the student—hey are rewriting the text into their own words. The educator’s role is to mentor or coach improvement in note-taking. 47

Chapter Major Concept Page Reference Recall Column Note Section
Inform participants that the completed pages of SmartNotes for each chapter are found in the teacher’s version of the Study Guide. Explain that only words are offered, allowing teachers to add their own creative drawings. Add that the completed pages found in the TSM can be printed and used for absent students to help give them a jump start or for students having trouble completing SmartNotes. Point out the Mindframe bar at the bottom of the page, along with chapter notification at the top left corner, major concept in the center and page reference to the right of the major concept. Explain that the words in the left column are referred to as recall terms and the column is called the recall column. The remaining area to the right of the recall column is the intended note-taking column. If time permits, you could choose to do a quick lecture (10 minutes) using a specified area of content within a textbook and ask participants to complete SmartNotes during your lecture. Select an area that would be of interest to all courses (Cosmetology, Esthetics, Nails), such as Professional Development, Salon Business, Electricity, Chemistry, etc. 48

Sorts things into groups that are related.
Learning involves looking for related patterns that make sense. Connecting is the Mindframe that explains how things relate to each other and/or are similar. Connecting occurs during the lecture or exchange of ideas during the Delivery Phase. 49

A system to help the brain make connections and seek novelty
Connecting is the Mindframe that helps students describe how parts of the topic relate to each other. A system to help the brain make connections and seek novelty Increases the learner’s ability to learn and retain what they learn Allows students to see possibilities that reach into many areas of their real life Connecting helps the brain take a mental photograph of what is being learned. Because related items are used to help cue the learning, the learner can store more than one mental picture and have a broader scope of understanding. As a way to review, help the participants understand the brief description listed below: Previewing–Enables the learner to get the big picture before turning attention to details. (importance) Naming–Puts content into the learner’s own words in a form that makes sense— note-taking. (differences) Connecting–Sorts things into groups that are related . (similarities) Connecting creates a pattern that makes sense. Ask participants to think of the associations or connections they make to remember certain things longer. Offer an example of a connection you might make and then ask if anyone has one they want to share. For example: I met a man named Mr. Tyler. To help remember his name I associated the fact that his tie only covered his chest to the upper level of his stomach, therefore, tie – Tyler. Other examples include: Relatedness within Anatomy content, such as Zygomatic bone, Zygomaticus muscle and Zygomatic nerve Word associations used to remember the skin and nail disorders and diseases COHNS to remember that hair is made up of carbon, oxygen, hydrogen, nitrogen and sulfur DR I.M. SCREEN to remember the 10 body systems 50

To highlight how things fit together
Why? To highlight how things fit together To enhance the ability to store and remember information When? Any time content or related information needs to be linked for understanding Why use the Connecting Mindframe? The Connecting Mindframe helps students see how things relate to each other and Connecting enhances the ability to store (similarities) and remember information. When are Connecting Mindframes used? Connecting exercises can be added whenever content needs related information to help build understanding—which often occurs when terms are difficult to understand or the information is very complex. How are the Connecting Mindframes used? Connecting Mindframes can be done individually, in pairs or within groups. The decision is generally made based on the type of Connecting exercise that is being completed. For example, in some cases a simple matching exercise would be better assigned as an individual exercise, while pairs or groups could tackle a “Thinking Map” together and enhance the results through collaboration. How? Individually, in pairs or within groups 51

Selecting A Restaurant Menu Location Entertainment
Jump Start Box LEARNING CONNECTION: Try A “Thinking Map” Ask participants to work as a group to complete the “Thinking Map” shown on the screen. Explain how to move the terms found in the Jump Start Box to the appropriate related heading. In other words, CONNECT the Jump Start terms to the related heading. Encourage participants to add one term or item that is not found in the Jump Start Box to each heading on the “Thinking Map.” Share results and determine if all participants are understanding how to use the Jump Start Box and “Thinking Map.” Menu Entertainment Location Seafood Karaoke Parking Salad Bar Violinist Scenic View Wine List Jazz Band Accessibility “Thinking Maps” can also be used to quickly introduce a large amount of information. “Thinking Maps” create pictures of what you know using shapes, patterns, words, doodles and connections of all kinds. Once again, spatial intelligence (importance based on size) has a chance to shine. “Thinking Maps” make thoughts visible and prompt new thinking. If time permits allow participants to complete a “Thinking Map” within their respective course. Direct participants to the following “Thinking Maps”: Cosmetology, page 76 Esthetics, page 340 Nails, page 230 Seafood Parking Karaoke Violinist Salad Bar Wine List Scenic View Jazz Band Accessibility 52

Connecting is also found in other formats within the Salon Fundamentals programs. Explain the example on the screen by stating that in this example students are asked to connect with the more appropriate way to communicate with a client. If time permits, encourage participants to browse other connecting exercises such as: Cosmetology, pages 104,154, 168, 219 Esthetics, pages 3, 16, 50-51, 73, 75-76 Nails, pages 7, 10, 37, 39, 69, 75-76 Note: there are many more Connecting exercises within each of the textbooks. Direct participants to look for the highlighted number 3 on the Mindframe bar at the bottom of the Study Guide pages. If time permits ask participants to work as a group to complete the connecting exercise shown on the screen. You can read the statements and ask them to select the best response. You can find this exercise on page 179 of the Nails Study Guide. 53

Provides a recap; summarizes before moving forward.
Self-checking provides the opportunity for students to go back to the beginning to look over everything and see how much they know before moving forward. It is key that “along the way” the learner is given the opportunity to measure the success they have with the information being presented. This provides an answer that reduces anxiety that arises from waiting until receiving a grade at the end of the lesson. Self-checking is feedback on the way versus at the gate, and it takes place during the Delivery Phase to affirm understanding. 54

Self-checking allows learners to:
Know how they are doing Identify which portions of the material need more effort and attention Affirm understanding Self-checking provides feedback to learners at a critical point in the learning process. Self-checking prevents wasting time and confusion later when the learning becomes more complex. Educators need to stop and self-check more often when presenting more complex topics. 55

Why? To determine the learners’ level of readiness for new learning challenges When? At the midpoint in any teaching cycle Self-checking determines if moving ahead is a “Go or No-Go” situation. Is the learner ready to move forward to apply what they know? If the student is not ready, moving forward will become difficult. 56

Learner should expect to get 80% of the answers correct before moving on to new material.
I Know: I Need to Study: This statistic is key in helping the teacher know when to move on with individual students or groups of students. It drives future reviews, curriculum changes and added emphasis. If a student is not able to get 80% of the answers correct, the student revisits the areas that were not correct and attempts to learn the information by using different exercises than before. For example, add information to their notes, make new connections, review with a study partner, etc. This process is referred to as remedial instruction. 57

Ask participants to turn to:
Cosmetology page 19 Esthetics page 19 Nails page 17 Explain the directions for The Challenge LEARNING CONNECTION: The Challenge Instruct participants to read the question, then indicate the answer within their Study Guides or on a separate piece of paper. See next slide to continue this exercise… 58

Answers for each Challenge displayed. Cosmetology page 19
professional development rest exercise community ergonomics communication nonverbal human relations personality Answers for each Challenge displayed. Cosmetology page 19 Esthetics page 19 Nails page 17 59

Ask participants to turn to: Cosmetology page 20 Esthetics page 20
 10. Personality 1. Professional development 2. Rest, exercise 3. TRUE 4. Community 5. Ergonomics 6. Communication 7. Nonverbal 8. FALSE 9. Human relations 1. False 2. True 3. podiatrist 4. d) Recommended dietary allowances 6. d) whole grains 7. d) ergonomics 8. a) habits 9. c) try to win clients away from fellow technicians 5. a) 45 – 65% 10. b) the study and philosophy of human conduct  1. False 2. True 3. chiropodist 4. d) recommended dietary allowances 6. c) fatty fish 7. d) ergonomics 8. d) personality 9. d) do unto others as you would have them do unto you 10. b) professional ethics 5. a) 45 – 65 percent  Ask participants to turn to: Cosmetology page 20 Esthetics page 20 Nails page 18 LEARNING CONNECTION: The Challenge continued Ask participants to check their answers using the page reference numbers. Checkmarks can be used to identify if they got it or not, along with writing the answers under the “I Know” or the “I Need to Study” column. There are 10 questions in all of the Challenge sections. The goal is to have 8 correct answers before moving forward. In addition, the student is directed to review the areas that were not correct and work with the information in new ways to build knowing.

Puts knowledge into action.
Review: Previewing–Enables the learner to get the big picture before turning attention to details. (importance) Naming–Puts content into the learner’s own words in a form that makes sense— note-taking. (differences) Connecting–Sorts things into groups that are related. (similarities) Self-Checking–Provides a recap; summarizes before moving forward. (understanding) Applying–Puts knowledge into action. (practice) Applying: Learning usually begins by taking things in, but sooner or later it shifts to output, production or applying. Applying is the Mindframe that constructs or builds meaning. Applying is the Mindframe that involves acting on new ideas and information. Applying occurs during the Performance Phase of teaching. 61

The learner uses what has been learned to practice and solve problems.
Applying is also referred to as Guided Practice, which means the teacher will be the Guide-on-the-Side as the student applies practice to a specific area. One of the thoughts behind offering the page number reference is students that have difficulty in the learning process might attempt to look for the answer, but when they can’t find it right away, they give up. Salon Fundamentals has taken the roadblocks away and emphasized the actual learning process. Learning does not happen by effort in the finding or locating, but in the transforming. So, if someone says you are making it too easy…learning should be a struggle, your answer can be: Learning should not include a goose chase for answers…learning requires curiosity, interest, confidence and freedom of boundaries. 62

To bring together different knowledge and skill
Why? To bring together different knowledge and skill When? Following the self-checking and question and answer phase of teaching Many times you hear people say “If I can just do it, I will know it.” That statement holds true here, after knowing comes doing – during the Applying Mindframe the student is given the opportunity to practice and combine the knowledge gained with their skill level. Once the student has had an opportunity to apply knowledge to a case study or practical skill they will desire time to talk about obstacles, client satisfaction and “what if” sessions. Applying provides learners with summaries of important content for use in discussion and Applying brings new questions from students. This means that teachers need to present an interactive lecture, ask questions, affirm understanding and then present the applying or guided practice sessions to support learner performance. Many teachers see the advantage of using the Applying Mindframe for practicing the skills but lack an understanding of how important it is to have practice sessions for applying knowledge (theory). Remind participants it is just as important to provide time for applying conceptual (theory) skills to deepen meaning. Examples include Learning Connections, “Talking Points,” problem solving sessions, etc. How? Independently in guided workshops followed by cooperative groups for discussion 63

Rubrics: Gauge the student’s level of performance
Compare skill level to industry standards Identify 3 levels of accomplishment: In progress Getting better Entry-level proficiency There are 78 practical procedures presented in the entire Salon Fundamentals program. Each procedure has an associated Rubric that is a measuring device used to determine performance. The Cosmetology program has 43 Rubrics. The Esthetics program has 13 Rubrics. The Nail program has 22 Rubrics. 64

Step-by-Step Procedures with Rubrics
Rubrics are performance measurement checklists that can be used to assess student performance or to guide practical work. Rubrics can be used to direct application, guide self-checking and/or as a final teacher-led assessment. Companion Rubrics are found in the Study Guide. Masters for each Rubric can be found in the teacher support material and on the teacher CD-ROM disc for duplication. Each Rubric includes three components: preparation, the procedural steps and the completion. Direct participants to view Rubrics by turning to the following pages: Cosmetology, page 204, Solid Form Haircut Esthetics, page 305, Basic Facials Nails, page 205, Basic Manicure Discuss that suggestions for timing for each procedure are presented in the Teacher’s Support Material and the final decision is left to them to determine the role they want time to play in scoring the Rubric. It is recommended that in the beginning, or when the student is first learning, time is included with every line item entry. Then as the student progresses, an expected time is given that matches the salon expectancy. Remind participants that Pivot Point’s high quality photography brings clear definition to the procedures displayed within the textbooks. 65

Activities that allow the learner to:
Talk about what they know “Talking Points” in the Study Guide Be creative and expressive “Show You Know” in the Study Guide Think in more complex ways “Knowledge Grid” in the Study Guide Applying means that the student is given time to talk about what they know, be creative and expressive and think in more complex ways. To help the student do just that, the Study Guide contains “Talking Points,” “Show You Know” exercises and in the Esthetics and Nails programs a “Knowledge Grid” exercise that helps students think in more complex ways from knowledge-based questions to evaluation-type questions. 66

Talking Points Direct attention to the “Talking Points” listed below. Explain that providing time for the learner to speak up about the topic they are learning is one of the most effective methods for building long-term retention. Examples: Cosmetology, page 125 Esthetics, page 389 Nails, page 80 67

Show You Know In this example, students are asked to create three posters. One poster about microbiology, another about infection control and a third poster on first aid. Direct participants to additional examples of “Show You Know” exercises on the following pages: Cosmetology, page 41 Esthetics, page 114 Nails, page 79 (on the screen) or page 261 Explain that each chapter has a “Show You Know” exercise and these exercises generally follow “The Challenge.” 68

Knowledge Grid In the Esthetics and Nails programs the “Knowledge Grid” serves as an Applying exercise. The “Knowledge Grid” is a series of questions designed to move from knowledge to comprehension to application, and in some cases analysis, synthesis and evaluation questions are also presented. The goal of the “Knowledge Grid” is to increase the student’s ability to think in different ways about the topics being learned. The “Knowledge Grid” uses Bloom’s Taxonomy as an underpinning and asks the student to move beyond just knowing and comprehending. If time permits, ask participants to complete the apply question found on the screen copy. Answers could include: smiling, nodding, shaking hands, arms crossed over the chest, leaning forward, slouching, frowning, winking, thumbs up and placing a hand over the heart. 69

Sends the signal to the brain that the coast is clear to take on new challenges.
Review: Previewing–Enables the learner to get the big picture before turning attention to details. (importance) Naming–Puts content into the learner’s own words in a form that makes sense— note-taking. (differences) Connecting–Sorts things into groups that are related. (similarities) Self-Checking–Provides a recap; summarizes before moving forward. (understanding) Applying–Puts knowledge into action. (practice) Self-Testing–Sends the signal to the brain that the coast is clear to take on new challenges. (evidence) Self-Testing: Learning involves self-regulation and practice. Self-testing is the Mindframe that gives real evidence that we know and can use what we are learning to create higher levels of understanding. Self-testing is part of the Performance Phase of the Mindful Teaching program. 70

Deepens understanding.
Provides practice of the actual test event and an opportunity to practice doing it right. Deepens understanding. The Study Guide offers a component in each chapter called the “Brain Conditioner.” This exam is a mock test prior to the actual chapter test. Ask each participant to turn to page 322 to view the “Brain Conditioner” found in Chapter 10 of the Study Guide. This is the second of pre-tests that the student would take before the final test. (“The Challenge” is the first test.) 71

To prompt students to take responsibility for their own learning
Why? To prompt students to take responsibility for their own learning When? Throughout the learning process but particularly crucial before formal assessment Self-testing directs students based on evidence of performance. Students need evidence or proof of learning to show themselves and the teacher where they are in the process of learning in comparison to where they want to go or need to be at a certain time. Self-testing offers a warm-up, a dress rehearsal for whatever test awaits the learner. Provides the learner with informative feedback to show their present level of understanding. Self-testing is generally used following the presentation of a chapter or grouping of key material. Self-checking is referred to as “on-the-way” grading while self-testing is called “at-the-gate” grading. Students can prepare and complete the “Brain Conditioner” or other developed testing by the teacher in all or one of the methods mentioned on the slide. How? In pairs, in small groups, in whole group or individually 72

Brain Conditioner Quite often teachers ask if they should assign a grade to the “Brain Conditioner.” It is totally up to each teacher to make this decision. Some teachers use it to score effort and it equals a portion of a total grade; some issue a score just for the completion, some teachers offer weighting to each component within the Study Guide and then assign a portion of the total score to the completed work. Answers to the “Brain Conditioner” can be found in the teacher’s version of the Study Guide, which is a companion to the Teacher’s Support Material. Practicing of the actual test event teaches learners many valuable learning prompts such as how to: Relax enough to deal with test anxiety Skip hard questions until later Space energy and brainpower over the entire test so there is as much energy at the end of the test as at the beginning Avoid discouragement if every answer is not known Read each question calmly and understand what it is asking Stay in a flow state (a positive place) as long as possible 73

Makes true learning a deeply personal experience.
Previewing–Enables the learner to get the big picture before turning attention to details. (importance) Naming–Puts content into the learner’s own words in a form that makes sense— note-taking. (differences) Connecting–Sorts things into groups that are related. (similarities) Self-Checking–Provides a recap; summarizes before moving forward. (understanding) Applying–Puts knowledge into action. (practice) Self-Testing–Sends the signal to the brain that the coast is clear to take on new challenges. (evidence) Journaling–Makes learning a deeply personal experience. (insight) During the Transfer Phase of learning the student is asked to make connections with their newly gained knowledge and their personal life. 74

Learners need a record of their feelings regarding the topic as well as their thinking.
Learners need validation that what they learned can be used in the real world. Journaling is the Mindframe that puts learning in a personal perspective. 75

Journaling acknowledges that learning changes our lives
Why? Journaling acknowledges that learning changes our lives When? Provide different opportunities for learners to act on ideas and then reflect upon what happened How? Individually and in cooperative learning groups 76

Notes to Myself In the section titled “Notes to Myself” at the end of each chapter, a reflection-type question is posed that can be discussed by students in pairs or groups of 4 to 6 or answered independently. 77

7 Mindframes 1 2 3 4 5 6 7 Previewing Naming Connecting Self-Checking
Applying 5 Self-Testing 6 Journaling 7 Previewing – brings out importance Naming – brings out differences Connecting – brings out similarities Self-Checking – brings out a focus on time and evidence of knowing Applying – brings out use and ability Self-Testing – brings out practice and evidence Journaling – brings out insight 78

Review each area as you reveal the connecting parts of the 7 Mindframes “Thinking Map.”
79

In Other Words… Mindframes transform learning into personal thoughts and products that make sense. Introduce the next area of study, which is a closer look at each chapter within the Salon Fundamentals program. 80

Chapter Overview The following slides offer an overview for each chapter within the three courses of Cosmetology, Esthetics and Nails. Slides 81 to 96 relate to Cosmetology, slides 97 to 113 relate to Esthetics and slides 114 to 124 relate to Nails. Announce to participants that you will be offering a brief overview on each chapter for each course. If they prefer to listen to only a selected course overview, they can preview course materials until you begin their selected lecture. 81

Chapter Overview Salon Fundamentals, Cosmetology
Listed on each upcoming slide is the chapter title and objectives found in each chapter of Cosmetology. Lead a discussion of the particulars of each chapter. Select one or two of the Learning Connections to do if you have time as you move through the overview. 82

Unit 1: Theory Essentials Chapter 1: Professional Development
Healthy Body and Mind Includes ergonomic Information Effective Communication Presents information on verbal and nonverbal communication Human Relations Emphasizes ethics and character Direct attention to the ergonomic tips found on pages Explain that this is a unique feature within our program. Emphasize the Professional Code of Ethics found on page 43 in the shaded area. Express how important this information is in regard to the student’s future careers. Point out the “Thinking Map” on page 18 of the Study Guide, which helps students organize the important information in this chapter. A fun opening exercise, Tell a Story, is found in the TSM, section 1.1, page 3. 83

Chapter 2: Salon Ecology
Unit 1: Theory Essentials Microbiology Includes word associations and suggestions for learning Infection Control Presents information in an easy-to-read and carry-out format First Aid Covers bleeding and wounds, burns, choking, fainting and eye injury Direct attention to the chart on page 59 that provides a summary of this very important chapter. Share the first aid procedures found on pages as a unique feature of this program. Point out the activity on page 28 of the Study Guide that provides a creative association for remembering the names of bacteria. Ask participants to view the exercise The Germ Farm found in the TSM, section 2.1, page 6. 84

Chapter 3: Anatomy and Physiology
Unit 1: Theory Essentials Building Blocks of the Human Body Includes cells, tissues, organs and systems Basic Body Systems Focuses on short, descriptive definitions Includes illustrations covering the skeletal, muscular, circulatory, nervous, digestive, excretory and respiratory systems Ask participants to preview this chapter by looking at each of the fuchsia headings to begin the organization of information to be learned. Point out that emphasis is placed on the skeletal, muscular, circulatory and nervous systems with overviews on the digestive, excretory, respiratory, endocrine, reproductive and integumentary systems. A unique feature of the Study Guide provides an opportunity to label the diagrams. Point out the Interesting Facts: Did You Know… found in the TSM, section 3.1, page 3. If time permits you might want to do the Timed Reflex exercise found in the TSM, section 3.2, page 20. 85

Chapter 4: Electricity Unit 1: Theory Essentials
Principles of Electricity Includes vocabulary that narrows down what the student needs to know Emphasizes safety measures Electricity in Cosmetology Focuses on how electricity is used for cosmetology services Emphasize the importance of safety measures such as the circuit breaker found on page 97 of the textbook. Point out the webs found on page 104 of the Study Guide that will help students manage the important information in the electricity chapter. Call attention to the opening exercise that asks students “Where were you when the lights went out?” found in the TSM, section 4.1, page 3, that will remind students of the importance of electricity in their life. Point out the exercise, Electrical Sounds, found in the TSM, 4.1, page 8. 86

Chapter 5: Chemistry Unit 1: Theory Essentials Matter The pH Scale
Presents an easier to understand concept by using graphics The pH Scale Offers two-page spread with interactive exercise Chemistry of Cosmetics Uses blue text to help the learner identify key points Point out the summary called Stages of Hair Formation found on page 117 in the textbook. Direct attention to the “Show You Know” on page 133 of the Study Guide that asks students to develop marketing points for a new conditioner. Point out the exercise, Logarithm, found in the TSM, section 5.2, page 11. 87

Chapter 6: Salon Business
Unit 1: Theory Essentials The Beauty Industry, Job Search and Professional Relationships Includes the how-to’s of resumés, job search and building a clientele Salon Ownership Covers key points right down to making change Salon Retailing Emphasizes selling to various buyer types Point out the 15 points found in the textbook on page 146 that help students evaluate the salon they might choose for employment. Identify the importance of the chart found on pages that is designed to help students understand profit. Direct participants’ attention to page 155 of the Study Guide that highlights “Talking Points” from three major sections of the chapter. There is a coordinating exercise entitled The Bean Counter that relates to this found in the TSM, section 6.4, page 19. 88

Unit 2: Hair Services Chapter 7: Trichology
Hair Theory Combines scientific theory with a coherent story of how hair is formed Hair Care Focuses on hair analysis, hair and scalp conditions and hair loss Draping, Shampooing and Scalp Massage Includes two Rubrics on shampooing and scalp massage Emphasize that the draping, shampooing and scalp massage Rubrics support the information found on pages of this chapter. Point out that the charts found on page 168 of the Study Guide help students organize information about common hair and scalp conditions. Offer an opening exercise, Hair Evaluation 101, found in the TSM, section 7.1, page 7. 89

Chapter 8: Design Decisions
Unit 2: Hair Services Chapter 8: Design Decisions Design Decision Considerations Prepares the learner to be able to perform an evaluation during the consultation phase Client Consultation Introduces the five steps to the consultation Design Composition Supports the design elements and principles Identify that the personality and clothing styles on pages will be of special interest to the students. Point out the supporting charts in the Study Guide found on pages within the SmartNotes designed to help students manage information about body and face shapes. Offer an example of a Learning Connection, Celebrity Considerations, found in the TSM, section 8.1, page 4. 90

Chapter 9: Haircutting Unit 2: Hair Services Haircutting Theory
Includes a summary overview of the basic haircuts Haircutting Procedures Presents seven haircutting Rubrics to measure skill level Provides illustrations and step-by-step instructions for haircutting Direct attention to page 259, which provides an overview of the basic haircuts. Emphasize the seven haircutting Rubrics found on pages of the Study Guide. Point out the opening exercise, The Best and Worst, found in the TSM, section 9.1, page 3. 91

Chapter 10: Hairstyling Unit 2: Hair Services Hairstyling Theory
Focuses on the base controls and planning required for styling the hair Thermal Styling Includes seven Rubrics for practical application Wet Styling Contains three Rubrics for practical application Long Hair Styling Includes three Rubrics for practical application Preview how the chapter is divided into theory and then thermal, wet and long hair styling with 13 Rubrics supporting the styling areas. Point out the chart of page 218 of the Study Guide, which is designed to help students manage information about base control. In addition, direct attention to page 231, which asks students to sketch a design for each face shape. Draw attention to the exercise Chain of Pearls in the TSM, section 10.3, page 12. 92

Chapter 11: Wigs and Hair Additions
Unit 2: Hair Services Chapter 11: Wigs and Hair Additions Wigs and Hairpieces Includes history, composition and services Hair Additions Presents five methods with photos and procedures Emphasize the full coverage of hair additions found on pages of the textbook. Draw attention to the fun exercise on page 256 of the Study Guide that asks students to recognize famous silhouettes. Share the exercise Go to Any Length in the TSM, section 11.2, page 7. 93

Chapter 12: Chemical Texturizing
Unit 2: Hair Services Chapter 12: Chemical Texturizing Perming Covers theory and essentials for perming and four Rubrics Chemical Relaxing Includes theory and essentials for chemical relaxing and two Rubrics Curl Reforming Includes theory and essentials of curl reforming and one Rubric Direct attention to page 445, to previewing the wrapping patterns. Emphasize the Stages of Reduction chart found on page 465 and the chart summarizing and categorizing the different types of relaxers along with their advantages and disadvantages found on page 473. Point out the Chemical Texturizing Timeline and People to Know charts found on page 261 in the Study Guide. Call out the Rubrics found on pages , , and 277 in the Study Guide. Draw attention to a fun review exercise, Air Express Review, found in the TSM, section 12.1, page 5. 94

Chapter 13: Hair Coloring
Unit 2: Hair Services Chapter 13: Hair Coloring Color Theory Delivers the law of color with graphics that support learning Identifying Existing Hair Color Emphasizes the identification of natural level, tone and intensity Changing Existing Hair Color Presents six Rubrics that support learner-friendly theory Direct attention to pages in the textbook that provide excellent overviews of product and application techniques. Point out the chart on page 297 of the Study Guide that allows students to rebuild the same product and application chart found on page 529 of the textbook. Point out the exercise Create a Color Wheel, found in the TSM, section 13.1, page 4. 95

Unit 3: Nail and Skin Services Chapter 14: The Study of Nails
Nail Theory Presents nail structure, growth, diseases, disorders and conditions Natural Nail Care Includes two Rubrics to support the procedures Artificial Nail Care Includes three Rubrics to support the procedures Emphasize the nail diseases, disorders and conditions found on pages Direct attention to the Rubrics found on pages and of the Study Guide. Point out the exercise Tight Fit in the TSM, section 14.1, page 6. 96

Chapter 15: The Study of Skin
Unit 3: Nail and Skin Services Chapter 15: The Study of Skin Skin Theory Combines relative topics of diseases, disorders, hair removal and makeup Skin Care Includes facial Rubric that supports massage and masks Hair Removal Includes a waxing Rubric that supports the essentials of hair removal Makeup Includes facial shapes, color theory and basic makeup application Rubric Emphasize that this chapter contains information related to the study of skin inclusive of skin theory, skin care, hair removal and makeup. Point out that all step-by-step procedures are done on live models. Point out the skin lesions, pigmentation abnormalities, and disorders charts found on pages in the Study Guide designed to help students manage information about this area. Call attention to the Rubrics located on pages 344, 346 and 351. Point out the exercise Build a Bouquet in the TSM, section 15.1, page 4. 97

Chapter Overview Salon Fundamentals, Esthetics
Listed on each upcoming slide is the chapter title and objectives found in each chapter of Esthetics. Lead an overview of each chapter by describing key features and benefits from the textbook, Study Guide and TSM. 98

Unit 1: Career Essentials Chapter 1: Personal Development
Healthy Mind and Body Includes ergonomic information Effective Communication Presents information on verbal and nonverbal communication Human Relations Emphasizes teamwork and ethics Direct attention to the ergonomic information found on pages of the textbook. Point out the bulleted list of sample items for a Professional Code of Ethics found on page 25. Ask participants to complete the fun Learning Connection titled Image Points, found on page 10 of the Study Guide. The Lipstick Indicator is another fun exercise found on page 16 of the Study Guide. Yet another example of an interesting Learning Connection can be found in the TSM lesson plan 1, page 44: 100% Attitude. 99

Chapter 2: Professional Development
Unit 1: Career Essentials Chapter 2: Professional Development Job Quest Includes market trends, goal-setting and job-seeking skills Career Building Contains information about building clientele Direct attention to the sample resumé found on page 34 in the textbook. Also, point out the sample interview questions found on page 42 of the textbook. In addition, draw focus to the five buyer types found on page 58. Show the Learning Connection Create a Shelf Talker, found on page 45 of the Study Guide. In addition, point out the benefits of asking students to complete the What’s in an Ad? exercise found on page 52 of the Study Guide. Ask participants to turn to page 55, lesson plan 2 in the TSM to identify the strong teaching points on this page to assist them in presenting a lecture on selling. 100

Chapter 3: Business Basics
Unit 1: Career Essentials Chapter 3: Business Basics Starting a Business Includes self-appraisal, finances, business essentials and business plans Operating a Business Includes information on expenses and income, hiring, skin care center philosophy, policies and procedures Draw attention to the floor plan on page 76 and the Income and Expense Projection chart on page 83. Point out the dynamic scheduling exercise titled Schedule of Appointments, found on page 73 of the Study Guide. Direct participants to lesson plan 3 within the TSM, page 68. Read through the third paragraph that helps students calculate profit margin. 101

Unit 2: The Science of Skin Care Chapter 4: Skin Care Center Ecology
Microbiology Covers information on bacteria, growth of bacteria, viruses, external parasites, infection and immunity Infection Control Focuses on sanitation, disinfection, sterilization and equipment First Aid Includes the how-to’s on bleeding and wounds, burns, choking, fainting and eye injury Emphasize the summary found on page 121 of the textbook. Also, call out the importance of having the first aid information found on pages of the textbook. Draw attention to the Infection Control Pyramid found on page 106 in the Study Guide. Direct attention to the Germ Farm exercise in lesson plan 4 found on page 79 of the TSM. 102

Chapter 5: Anatomy Unit 2: The Science of Skin Care
Building Blocks of the Human Body Covers cells, tissues, organs and body systems Basic Body Systems Includes illustrations covering the skeletal, muscular, circulatory, nervous, digestive, excretory, respiratory and integumentary systems Point out that emphasis is placed on the skeletal, muscular, circulatory, and nervous systems with overviews for the excretory, respiratory, endocrine, reproductive and integumentary systems. Point out the opportunities for students to label the various parts of each of the primary systems of the body within the SmartNotes of the Study Guide for Chapter 5 (pages ). Highlight the Body Tracers Learning Connection found on page 103 in lesson plan 5 within the TSM as a high energy, fun exercise. 103

Chapter 6: Electricity and Electrical Equipment
Unit 2: The Science of Skin Care Chapter 6: Electricity and Electrical Equipment Principles of Electricity Includes important information on electricity basics and electrical safety Electrotherapy in Esthetics Covers key points on electrical currents, light therapy, the effects of electrotherapy and electrotherapy essentials Electrical Equipment in Esthetics Focuses on equipment and infection control and safety Emphasize the information on electrical safety found on pages within the textbook. Call attention to the “Evaluate” portion of the “Knowledge Grid” found on page 200 of the Study Guide. If your group is feeling playful, you might want to try the song found on page 116 in lesson plan 6 within the TSM. It is sung to the Jackson Five’s ABC tune. 104

Chapter 7: Chemistry Unit 2: The Science of Skin Care
The Chemistry of Matter Includes classifications of matter and biochemical components of the body and skin Cosmetic Products and Ingredients Focuses on understanding pH and cosmetic products, ingredients and regulations Direct attention to pages in the textbook titled, Analyzing the Product Label. In addition, point out the Cosmetic Ingredient, Vitamins and Minerals and Product Type information found on the charts on pages of the textbook. Point out the learning opportunities that exist within the Matching exercise found on page 225 of the Study Guide. Refer to the Probe with Questions segment of lesson plan 7, page 129 in the TSM. Read through the questions and then discuss with participants if they could hear how the questions moved from a simple knowledge-based style to a more complex opinion-based style. 105

Chapter 8: Skin Physiology
Unit 2: The Science of Skin Care Chapter 8: Skin Physiology Skin Physiology Discusses the functions and layers of the skin Skin Care Focuses on skin cell formation, skin behavior and skin conditions Direct attention to the Lesions pull-out chart found on page 275 of the textbook. Point out the ABCDs of Skin Cancer found on page 288 of the textbook. Draw focus to page 252 in the Study Guide to describe how students are encouraged to manage information about acne as they are introduced to new learning. Call attention to page 139 of lesson plan 8 within the TSM to the exercise titled Build a Sandwich. Explain the benefits of having the students build meaning as they work with representations for each layer. 106

Unit 3: Treatments and Services Chapter 9: Client Care
Before the Service Emphasizes three of the five steps in client consultation Greeting Ask, analyze and assess Agreement During and After the Service Emphasizes the last two steps in client consultation Delivery Completion Draw attention to the charts on pages 311 and 321 in the textbook to help participants see the summary support available for Client Care. Ask participants to do the quick Learning Connection at the top of page 270 in the Study Guide to show the importance of tone when speaking. Draw attention to the Connect to Prior Knowledge portion of the lesson plan on page 147 of the TSM. Point out the importance of bringing in the students’ personal experiences as they begin to learn new information. 107

Chapter 10: Facials Unit 3: Treatments and Services Facial Care
Focuses on skin care, skin analysis and skin care essentials Facial Services Contains six Rubrics covering basic facials to facials with machines Provides illustrations and step-by-step instructions on correct facial techniques Direct attention to the Five Basic Massage Manipulations found on pages Review the step-by-step procedures for the facial services found on pages Point out the Rubrics found on pages of the Study Guide. Bring to the attention of the participants the excellent support found on pages of lesson plan 10 within the TSM. Common observation points are listed for each facial service found in Chapter 10. 108

Chapter 11: Hair Removal Unit 3: Treatments and Services
Hair Growth and Removal Methods Focuses on the hair growth cycle and temporary and permanent removal methods Includes a series of photos detailing step-by-step procedures for waxing Waxing Services Includes a series of photos detailing step-by-step procedure for an eyebrow wax, upper lip wax, underarm wax, bikini wax and lower leg wax Provides a chart on the causes, tips and prevention of ingrown hairs Draw attention to the beautiful step-by-step procedures found on pages 388 to 404 in the textbook. Point out the Rubrics found on pages within the Study Guide. Direct participants to the common observation points that relate to each Rubric in Chapter 11, found on pages of the TSM. 109

Chapter 12: Makeup Unit 3: Treatments and Services Makeup Design
Provides illustrations on facial, eye and lip shapes Includes pictures of makeup techniques Makeup Services Includes photos and Rubrics for basic daytime and evening makeup application, listing considerations for various skin types Direct attention to the Face Shape, Eyebrow Design, Eye and Lip charts found on pages , and the Basic Daytime and Evening Makeup step-by-step procedure found on pages Point out the Rubrics for makeup found on pages in the Study Guide. Draw attention to the two opening exercises on page 183 of lesson plan 12 in the TSM. If time permits you may want to do one of these exercises with the group. The Color Challenge would require different color markers and flip chart paper. The Connect to Prior Knowledge exercise would not require any additional materials. 110

Chapter 13: Advanced Treatments
Unit 3: Treatments and Services Chapter 13: Advanced Treatments Advanced Face and Body Treatments Discusses the advanced treatments that can be incorporated easily into the basic services Examines treatment products and treatment guidelines for hand and feet, body scrubs, body wraps, cellulite wrap, water therapy, superficial chemical peels and microdermabrasions Direct attention to the list of contraindications for advanced treatments on page 465 in the textbook. Guide participants through a preview of the advanced face and body treatments, massage techniques and therapies within the chapter. Point out the exercise on page 411 of the Study Guide that helps students place scents into the various categories. In addition, ask participants to review the exercise The Line Up found on page 416 of the Study Guide. This is a great example designed to help students think through the logical steps of a procedure. Highlight the exercise Future Possibilities, found at the top of page 206 in lesson plan 13 within the TSM. 111

Chapter 13: Advanced Treatments
Unit 3: Treatments and Services Chapter 13: Advanced Treatments Advanced Massage Techniques Emphasizes reflexology, manual lymphatic drainage, cellulite treatment products, implements and supplies and treatment guide Advanced Therapies Focuses on phytotherapy, aromatherapy and algotherapy Continue to present an overview of Chapter 13. 112

Chapter 14: Estheticians in the Medical Field
Unit 3: Treatments and Services Chapter 14: Estheticians in the Medical Field The Medical Environment Discusses the opportunities for estheticians to work cooperatively with medical practitioners in a highly professional environment Advanced Training Provides information on continuing education and the scope of practice Draw attention to the blue-box summaries found within this chapter on pages in the textbook. Review with the participants the SmartNotes for this chapter found on pages Be sure to point out how the notes help students organize and manage the information found within this chapter. Highlight the information about scope of practice found in lesson plan 14 on page 214 of the TSM. 113

Chapter Overview Salon Fundamentals, Nails
Listed on each upcoming slide is the chapter title and objectives found in each chapter of Nails. Lead a discussion of the particulars of each chapter. Each slide lists the direction to include a Learning Connection for the lesson plan. 114

Unit 1: Career Essentials Chapter 1: Personal Development
Healthy Mind and Body Includes stress management Effective Communication Presents information on verbal and nonverbal communication Purposeful Relations Emphasizes teamwork and ethics Present chapter overview. Emphasize the inclusion of “ergonomics” in this chapter, which is quickly becoming a global health concern in the workplace, especially among professions in the service industry. Another feature of this chapter that targets the profession of nail care as a service-oriented profession is “verbal communication.” This section covers the elements of effective communication while providing guidelines to using it as a tool— from the importance of correct grammar to the use of tact in everyday conversations with clients and co-workers—to heighten a technician’s professionalism (page 12). Direct educators to the bulleted list on page of the Nails textbook. This features some sample points of a Professional Code of Ethics, which can also be used as a poster in the salon and in the classroom to emphasize the importance of ethics in the workplace. Emphasize that the SF Nails Study Guide is fashioned, similarly to SF Cosmetology and Esthetics, to direct and engage the student to self-study. Have the educators open their teacher’s version to page 8. Bulleted lists help the students organize their thoughts as they learn the material while charts provide organization to the content learned. Feature the “Show You Know” exercise on page 18; this activity provides students with the opportunity to apply what they’ve learned while creating something visual, fun and valuable to their learning. 115

Chapter 2: Business Basics
Unit 1: Career Essentials Chapter 2: Business Basics Job Search Covers information on finding a job and evaluating a salon Career Building Covers information on job interviewing skills and work environment evaluations Retailing Focuses on the components of a professional product recommendation and how to motivate buyers Starting and Operating a Business Includes how to formulate a lifelong learning plan to continue career and professional development Present chapter overview. This chapter breaks down the key elements required in those first steps to getting employed. A sample resumé and cover letter (found on page 25 and 26 of the coursebook) provide the students with an overall idea of the structure, tone and organization for a professional look and feel. Sample interview questions round out the first section to help prepare the student’s answers during key moments of a job interview. Ask whether they would agree that one of the most challenging aspects of being a salon professional involves acquiring new clients. The second section of this chapter focuses solely on career and clientele building. Various tactics are introduced as well as looking at the opportunities that await salon professionals to further their training and education with a section titled Lifelong Learning. Have the educators flip through the section on Business Ownership on page 35. This section is an extensive look at all the key components any aspiring salon owner should know, from the various types of business ownership to rental agreements to a detailed look at the projected expenses and income expected from a salon, all neatly put together in a pie chart on page 40. The Study Guide portion of this chapter again fuses SmartNotes with activities that allow students to be creative and spontaneous. Point out the activities found on pages 29 and 39. Both are authentic, real-life tasks that give students a preview of what they may be expected to do outside of providing nail care services. Another valuable exercise is found on page 43. This “Show You Know” exercise asks students to calculate commission, another real-world task to better prepare the students while working in the industry. Point out that many salons use a commission pay structure; so making sure students understand how this works can be a useful benefit to them while interviewing for a job. 116

Unit 2: The Science of Nail Care Chapter 3: Nail Salon Ecology
Unit 2: Science of Nail Care Microbiology Covers the three levels of infection control Infection Control Includes explanations and demonstrations of the procedures and precautions for the infection control used in salons Safety and First Aid Lists simple safety and first-aid applications for cuts, minor burns, choking, fainting and eye injury Present chapter overview. Direct the educators to browse coursebook pages The subject of bacteria is broken down to “nonpathogenic bacteria” and “pathogenic bacteria,” and within “pathogenic bacteria,” topics are further broken down to types of pathogenic bacteria such as cocci, bacilli and spirilla. This provides a hierarchy of knowledge for the student to organize while he or she learns. The same kind of organization can be found in the corresponding Study Guide chapter. Chapter 3 also features numerous charts and boxes meant to call out important information, which this chapter is chock full of. The second section of Chapter 3 emphasizes infection control. There are a number of various step-by-step procedures related to safety practices and infection control. Point out the handwashing procedure found on page 61. Each descriptive step is accompanied by its own photo. The three topics of infection control (sanitation, disinfection and sterilization) are organized neatly in numerical format, as well as sample copies of health and safety documents for students to inspect such as the Material Safety Data Sheet on page 63. The last section of the chapter involves first aid, and it features official material by the National Institute for Occupational Safety and Health on proper use of ventilation and dispenser bottles in the salon. Direct educators to page 52 of the Nails Study Guide; illustrations are provided to serve as visual hints, and yellow boxes serving as “Helpful Hints” are also provided throughout for more technical or difficult chapters to guide learning. This particular one doles out some hints on remembering the types of pathogenic bacteria. The TSM also brings up some helpful word associations the teacher can emphasize in the classroom. This is found on page 61 of the Chapter 3 lesson plan. “Talking Points” activities (page 80) provide another outlet for students to work together to solve problems through teamwork. 117

Chapter 4: Anatomy Unit 2: Science of Nail Care
Building Blocks of Human Anatomy Includes important information on the relationship and function of cells, tissues and primary organs within the human body Basic Body Systems Identifies the structure and function of the 10 major body systems Includes illustrations covering the skeletal, muscular, circulatory, nervous, digestive, excretory, respiratory and integumentary systems Present chapter overview. While this is the most detail-oriented chapter in the book, it is also well-organized with each section and subsection featured cohesively with the different body parts; all sections showcase illustrations complete with labels and part descriptions. Direct educators to page 98 of the coursebook. Because of the scientific technicality of Chapter 4, many of the descriptions of the human parts are written simply and concisely for easier comprehension. The corresponding Study Guide chapter features fill-in-the-blank activity to avoid overwhelming the student. Labeling the illustrations is also featured. The TSM also features many activities that make it fun and enjoyable to learn the different parts of the body, such as the Learning Connection: Red Ball, Green Ball on page 81 of the TSM, and the activity, Body Tracers found on page 83, also in the TSM. On page 114 of the Study Guide, direct students to learn the various important functions of the human body creates the direct connection between each body part and what it does to help sustain human life. 118

Chapter 5: Chemistry Unit 2: Science of Nail Care
Fundamentals of Chemistry Describes the three basic forms of matter and the difference between elements, atoms, molecules and compounds Chemistry of Nail Products Explains how initiators and catalysts cause polymerization Chemistry of Artificial Nail Systems Compares the differences of the three artificial nail systems Present chapter overview. The ideas and concepts presented in Chapter 5, Chemistry, are written in a concise, direct style. More word association hints are presented (page 116) as well as real-world analogies that tie chemistry to items students are familiar with in our everyday world that are used to explain chemical phenomena (page 117). The section on Nail Polish Ingredients was written by Dr. Paul Bryson of OPI, who lends his expertise on the various ingredients used in nail products. The Study Guide “Show You Know” activity on page 135 helps students formulate the connection between the ingredients found in nail products and what these ingredients actually perform during a service. Making a poster board, as directed by the TSM on page 91, of the what, why and how of nail product ingredients also furthers student understanding of this difficult topic. 119

Chapter 6: Nail and Skin Physiology
Unit 2: Science of Nail Care Nail Physiology Describes the structure of the nail Explains the growth process of the nail Identifies and describes common nail diseases and disorders Skin Physiology Lists the six primary functions of the skin. Describes the basic physiology of the skin Presents common diseases and disorders of the skin Present chapter overview. This chapter, Nail and Skin Physiology, features a pull-out page spread to give students a better visual of an important state board concept: nail physiology. Direct the educators to page 131 of the coursebook. Other features of this chapter include a brief description and photograph of the various nail diseases and disorders listed with their technical and common names. To help provide students support in remembering all of the diseases and disorders, have educators look at the Learning Connection on page 148 of the Study Guide. Another helpful guide for the students when learning about nail diseases and disorders is the chart found on page 142 of the coursebook that outlines the name, description and whether a service should be administered and how. The same layout and charts are given for skin lesions, diseases and disorders, which start on page 149. All charts are reproduced in the Study Guide to provide further understanding of the concepts as well as provide a frame for the student to organize the various types. An example is found on page 147 of the Study Guide. 120

Unit 3: Nail Services Chapter 7: Client Care
Before the Service Explains the Agreement Phase of service During and After the Service Describes the elements of client education States the various types of follow-up care Present chapter overview. The “meat” of the coursebook is found in Unit 3, which encompasses Client Care, Natural Nail Services, Artificial Nail Services and Specialty Nail Services. The first chapter of this unit, Client Care, brings the same focus from the Client Care chapters from SF Cosmetology and Esthetics but from a nail care perspective. The health conditions chart highlights recommendations and cautions to nail services in an easy-to-read bulleted list. Point out the activities found under “Talking Points” in the Study Guide on page 185. Both are authentic assessments that will provide valuable practice for when they start working in a real salon. 121

Chapter 8: Natural Nail Services
Unit 3: Nail Services Manicure Essentials Identifies and describes the functions of manicure products, implements, supplies and equipment Basic Manicure Demonstrates the procedure for the basic natural nail manicure Pedicure Essentials Identifies and describes the functions of pedicure products, implements, supplies and equipment Basic Pedicure Demonstrates the procedure for the basic natural nail pedicure Present chapter overview. Natural Nail Services will be the chapter that students will get acquainted with in the coursebook. There are many features to help organize the steps required for a proper manicure and pedicure. The first section brings the topic of massage and its methods into focus. Alert the educators to the extensive coverage paid to manicure and pedicure products, implements and supplies, starting on pages 187 and 223. Each product, implement and supply is described in detail along with a photo. Some products are accompanied by mini-procedures on how to use the products (see pages 188 and 189). Charts are also provided to present the material in an organized manner. The procedures are all organized similarly, with a preparation chart, a text-only look at the procedure, followed by the procedure and a completion guideline. Direct attention to the first procedure, the basic manicure, found on page 206. Emphasize the features of the procedures including the “checkmark,” that asks students to use this as an indication to check for client comfort; the detailed, colored photographs; the bulleted list of steps to retain organization; the clean layout; and the massage directions to help maintain correct control. Similar treatment is done for the pedicure procedure (page 229). Mini-procedures are also found in this chapter on the French manicure, French pedicure and male and children’s manicures and pedicures. The Study Guide highlights the importance of following the correct order of steps within certain procedures (page 195) as well as which supplies and implements are to be distinguished as “disposable” or needs “disinfection” (page 196). Within the Study Guide, direct the educators to the Rubric found on page 205. The Rubric is also found in the Appendix section of the TSM. 122

Chapter 9: Artificial Nail Services
Unit 3: Nail Services Fundamentals of Artificial Nails Includes artificial nail tips, balancing and finishing Artificial Nail Systems Includes nail wraps, acrylic nails and gel nails Artificial Nail Procedures Includes fundamental procedures and nail systems Present chapter overview. Chapter 9, while large in scope, is organized uniquely to provide the concepts of the various artificial nails by type: nail wraps, acrylic nails and gel nails. Bring attention to the yellow box on page 253 that breaks down two artificial nail myths prevalent in the industry. Chapter 9 is laid-out similarly to Chapter 8; products, implements and supplies are described and organized charts are featured to put information in a cohesive manner. Direct the educators to the mini-procedure on page 269, Forming an Acrylic Bead. Page 277 of the coursebook kicks off the artificial nail procedures; a concise table of contents is provided to categorize the procedures, the first being “Fundamental Procedures.” The paper material of all of the tables of content is card stock, so a student can readily find the different categores. Direct educators to page 295. The Study Guide is organized with charts and step-by-step exercises to promote accuracy when performing the procedures, such as on page Rubrics for all artificial nail procedures are available starting on page 231 and are also found in the Appendix of the TSM. The TSM also features helpful hints for the teacher to bring up while teaching the material that may otherwise get overlooked (page 138 of the TSM). 123

Chapter 10: Specialty Nail Services
Unit 3: Nail Services Add-On Services Describes the various hand and foot add-on services that can be offered to clients seeking nail services Nail Art Identifies the different techniques for creating nail art Equipment Lists and describes the types of electrical equipment that may be used in nail services Present chapter overview. Features in this chapter include photos and description of the different brushes used in freehand nail art design on page Focus the educators’ attention to Equipment, which starts on page 368, and also includes extensive material on basic techniques in electric filing— movement, pressure, angle and speed. A chart is also featured that highlights the different methods used when filing different types of artificial nails with an electric file. Since specialty nails require a nail care technician’s creativity, exercises in the Study Guide ask students to bring forth their own creative skills such as in the Learning Connection found on page 276. Real-world scenarios are also brought into focus with the “Show You Know” exercise on page 283. 124

Visit Pivot Point’s website for information on the Salon Fundamentals programs The website allows for sharing and exchanging with teachers across the globe. Join us for up-to-the-minute reports, suggestions, questions and comments. 125

Please accept our best wishes
In Conclusion… Thank you. Please accept our best wishes for a life full of learning! Ask the participants to complete the evaluation found in their packets. Collect the evaluations and, if you have time, review them and give them to the salesperson to send back to Pivot Point. If you do not have time, take them with you and send them to us after you have read through them. Be sure to offer appreciation to all of the participants in attendance. Please assist the salesperson in packing up all materials. Pivot Point International, Inc. 126

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