Running head: DIFFERENTIATED INSTRUCTION 1

Differentiated Instruction
Linda J. Gilbride
AET/525
September 03. 2012
Dr. Charles Crissey
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Differentiated Instruction
In this paper, an advanced training project for an international hair company is being
reviewed along with modifications and varying differentiated instructional suggestions for
improvement offered to create a more impactful program for existing educational team
training members. This agenda for advanced training represents and complies with
Pennsylvania standards for CEU certification of instructors. All suggestions and modifications
will be in compliance of regulations, policies and standards required by the Labor of Industry
that oversees cosmetology in the state of Pennsylvania. Use of this advanced training program
within other states than Pennsylvania must be reviewed and adjusted to meet said state
regulations.
The content contained in this specific training module deals with the actual mechanics
of presentation skills for instruction, as well as, the actual physical technical skills that the
trainers will be responsible for instructing. Currently, the module offers the differentiated
content to be delivered in two distinct manners; a presentation/theory style for the mechanics
of presentation skills and an interactive/hands-on experience covering the technical portion of
the program.
In assessing the recommendations for differentiating the content in the two separate
segments it is suggested that; first, the presentation style accompanying the presenters
segment be broken into two parts. The first part would be a visual power point of the actual
mechanics accompanied by explanation of each skill set. After providing a visual review of the
content for learners the second segment should then address the facilitation of the skills.
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Secondly, the learners should then utilize each skill within groups by presenting content that
they each are familiar with utilizing all of the skills the instructor provided in the visual
mechanics review. To offer a better understanding of how the trainer is offering the newly
learned content each learning presenter should be videotaped while presenting to offer a
customized approach for goal setting and physical review of their performance.
The module also offers the technical skill segment that is completed in a hands-on
experience for future trainers. Currently there is only a direct hands-on application offered
with no theory or explanation incorporated into the module. In reviewing recommendations for
this segment it would be beneficial first, to offer instructional review of the techniques by
demonstration of each category to set a standard of expectation for learners to gauge their
performance and insight of needs to be met in program. Second, printed handouts of each
technique with visual aids will provide review tools and reference points to be covered in future
trainings for each learner.
The instructional strategies of auditory and kinesthetic learning methods of instruction
offer a wonderful foundation for cosmetology trainers. This is based on the fact that most
cosmetologist instructor is of these two learning style categories. However, in recommending
additional strategies for an impactful and effective program, utilizing an interactive game based
on the theory of the program will reinforce the actual content being presented and connect
better with the learners. Another strategy would incorporate group discussions on how a
presenter can capture an audience, offer different methods of technical skills to achieve the
same end result to keep instructors fresh and create in their authentic presentations.
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The program closes by having the future instructors compose, implement and then
present their mannequin heads with the techniques that they have learned orally.
Recommendations for varying the end product of the program are as follows; first, the
instructors should actually be demonstrating the techniques in their closing presentations to
replicate what they will actually be doing for their future classes. The oral presentation of what
they did does not reinforce the hands-on content only discusses it. Second, the use of power
point projectors, white boards or power point should be incorporated so each instructor
becomes familiar with presenting from slides, writing on a board during instruction and also
addressing the group while instruction. An additional recommendation to the two listed would
be an actual written assessment of the content addressed during the program. This will further
evaluate the actual retention of information by the learners. Whether this is a formal or
informal assessment should be based on the time allotment, learning styles and the diversity of
the group. If language is an issue interpreters should be available to help facilitate throughout
the entire program for ease of translation.
This advanced training program is held in a conference room in the international
headquarters of the organization. This is not the optimum location for a technically based
training due to the lack of room, darkness and facilitation area. Two recommendations for
altering the environment for a more impactful experience are: first relocate the training to the
actual in-house state-of-the-art training facility. This will allow for a realistic in-salon
experience for the future trainers to relate their skills. If the program must be held off site,
considerations should be made for a large venue such as a ballroom at a hotel venue or
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arrangements could be made at a local cosmetology school to host training. Second, the
technical advancements of lighting, projectors, wireless internet and video recording offer the
appropriate tools to facilitate the previously mentioned recommendations for improvement at
no extra cost to the organization from an outside source of production.
The above mentioned recommendations and modifications for the advanced training
program for the national education team will enhance the learning experience for each
individual, allow for a customized approach to the program, and offer a true realistic experience
while providing the necessary tools to the group for a successful end result. The national
education team consists of diverse individuals with a creative nature. Engaging this type of
adult learner necessitates unique approaches and flexible strategies. The instructor of the
program should allow for free flowing discussion, built in breaks, as well as, providing printed
handouts for reference and note taking. During the program if a videographer can capture the
experience it would be a wonderful reference for future review. The format of the program
provides options of presentation levels. As the program stands now, it can be presented over a
four day period, once a quarter throughout a year or back to back days four to six months
apart. In the future, it is recommended that this program be offered only in 5 consecutive day
format allowing for consistent flow of content and hands-on technical skills. The separation or
extension of the program breaks down the information content and could create a challenge
for both the facilitator and learner. The facilitator will have to offer review at the beginning of
each class to refresh the group from the prior content wasting time. If it is presented in a
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consistent five day format all of the information will be retained, consistently presented and
more engaging for the future trainers.
In closing, relocating the program to the international training facility, incorporating the
modification recommended above will enable the national education team to strengthen their
advanced training skill set while enhancing their already polished presentation skills only to
further benefit the organizations growth. After completion each instructor should be provided
with a customized goal setting plan that will further develop their on-going skill sets through
outside training resources, online learning/training opportunities and hands-on technical
seminars to enhance their cutting/coloring. A designated time frame must be established for
completion of the purposed plan by each instructor. Prior to actual international facilitation all
trainers must co-facilitate with a veteran trainer in at least two full training programs. Upon
completion of the advanced training program, goal setting plan and co-facilitation program all
attendees will receive a certification allowing them to facilitate international trainings around
the world.