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