Minilesson
Sample Lesson, "How to Conduct a Hair Consultation"
Guided Practice
• Offering your clients different braid styles can expand your creative reach and build your client loyalty.
• In order to execute a style efficiently, where the client’s hair is handled properly and with care, you need to conduct a braiding consultation.
• A consultation is important for both the stylist and the client. It prevents miscommunication, ensures a positive outcome, and properly reflects the high investment of time and resources both the stylist and the client have made.
Organize class into groups of 3-4 students. Have student groups choose a stylist A, who will conduct a consultation with one of the students role playing as the client. Stylist A will follow all named instructions while the observers will take notes and create a checklist of what needs to happen in the consultation in order to make it successful.
Standards
The student applies the academic knowledge and practical skills to simulated and actual work situations. The student is expected to:
Apply client consultation skills to guide individuals in recognizing concerns and making informed decisions,
Lesson Objective(s):
Modeling: Choose one student and practice a consultation. Have students who are watching respond to the following question:
• By the end of this consultation, what are some things you as the stylist would need to know in order to proceed?
Anticipated Responses/Thinking:
Students may not engage as much with the significance of the consultation and may only limit their interaction to the hair and scalp analysis. Have students create their own checklist-what were the steps taken, including the discussion, that made this particular consultation successful? How do you know, as a stylist, that the client is ready for the appointment?
Independent Practice
By the end of today’s class, students will be able to:
• Demonstrate an effective braiding consultation by conducting a hair and scalp analysis and interview to determine the styling plan for their client.
• Reflect on potential pathways they may need to take with client as a result of their findings in the hair and scalp analysis and interview in order to meet client needs.
Students will self-select a partner in the class. They are tasked to facilitate mock consultations with their partner. Each Stylist will have 7-8 minutes to facilitate the consultation and to update their checklists. They are then tasked to evaluate one another on the consultation rubric (see below). Following both students’ facilitation of the consultation, have them complete their Mock Consultation Check-in. Students will then share feedback with one another based on their peer rubric scores.
Warm-up
(Turn and Talk-2 minutes): How can learning basic braiding and braiding extension styles build your clientele?Anticipated Responses: Expands your expertise, makes you versatile, builds clientele loyalty.
Super!
We love data
Warm the scholars up
This is your shot at building excitement and anticipation for the day's lesson!
Your students will arrive to your classroom in various moods-the warm-up is the opportunity to control the energy, to stir up some excitement about learning, and to build rapport. Double click this box for warm-up ideas.
Minilesson + Check for understanding
Teaching points help to keep the teacher on track with the lesson, to keep the teaching concise and clear (this helps students to retain the information and stay engaged), and to avoid centering themselves in student learning.
Check for prior knowledge: In what ways is a hair consultation important for both the stylist and the client? What are some things you would need to know as a stylist prior to doing your client’s hair?
Guided Practice Logistics
Plan the Guided Practice to ensure a smooth and successful Independent Practice Task.
Have the students facilitate a reflection based on the consultation. Stylist A to guide reflection with the group following the consultation as they each answer the following questions:
-What did you anticipate would happen first? Were you accurate in your thinking? If not, what do you think needed to be adjusted or considered?
-What do you think are the most critical components of the consultation? Where was this evident in the mock consultation you’ve observed?
-If I needed to create my own checklist, what would it look like? How would I know that I have been successful in facilitating this consultation?
-Have students create their own consultation checklists before transitioning to the Independent Practice.
Identify the lesson's objective(s)
The lesson's objective should be directly aligned to the standards and skills students are expected to demonstrate. To help formulate the lesson's obejctive(s), think about the following:-What should students be able to understand by the end of the day's lesson? -What should students be able to demonstrate (do or complete) by the end of the day's lesson?
Modeling the Task/Activity
Tap into your own metacognitive approach to complete the tasks and demonstrating the standard successfully
Modeling the strategies you expect students to develop and use helps them to see the flow of the process and to understand how you are thinking. It makes clear the task, what they are expected to do, and how they could get to mastery. Double click this box for an idea of what modeling looks like in action.
Independent Practice and Assessment
How will you capture student learning and thinking?
This is where the checklists and rubrics would kick in-they help students to remain on track, to clearly understand expectations and their progress to mastery of standards, and to discuss their thinking and learning. See example for this lesson by double clicking this box!
Exemplar Lesson, "How to Conduct a Hair Consultation"
Massawa Stevens-Morrison
Created on February 4, 2026
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Transcript
Minilesson
Sample Lesson, "How to Conduct a Hair Consultation"
Guided Practice
• Offering your clients different braid styles can expand your creative reach and build your client loyalty. • In order to execute a style efficiently, where the client’s hair is handled properly and with care, you need to conduct a braiding consultation. • A consultation is important for both the stylist and the client. It prevents miscommunication, ensures a positive outcome, and properly reflects the high investment of time and resources both the stylist and the client have made.
Organize class into groups of 3-4 students. Have student groups choose a stylist A, who will conduct a consultation with one of the students role playing as the client. Stylist A will follow all named instructions while the observers will take notes and create a checklist of what needs to happen in the consultation in order to make it successful.
Standards
The student applies the academic knowledge and practical skills to simulated and actual work situations. The student is expected to: Apply client consultation skills to guide individuals in recognizing concerns and making informed decisions,
Lesson Objective(s):
Modeling: Choose one student and practice a consultation. Have students who are watching respond to the following question: • By the end of this consultation, what are some things you as the stylist would need to know in order to proceed? Anticipated Responses/Thinking: Students may not engage as much with the significance of the consultation and may only limit their interaction to the hair and scalp analysis. Have students create their own checklist-what were the steps taken, including the discussion, that made this particular consultation successful? How do you know, as a stylist, that the client is ready for the appointment?
Independent Practice
By the end of today’s class, students will be able to: • Demonstrate an effective braiding consultation by conducting a hair and scalp analysis and interview to determine the styling plan for their client. • Reflect on potential pathways they may need to take with client as a result of their findings in the hair and scalp analysis and interview in order to meet client needs.
Students will self-select a partner in the class. They are tasked to facilitate mock consultations with their partner. Each Stylist will have 7-8 minutes to facilitate the consultation and to update their checklists. They are then tasked to evaluate one another on the consultation rubric (see below). Following both students’ facilitation of the consultation, have them complete their Mock Consultation Check-in. Students will then share feedback with one another based on their peer rubric scores.
Warm-up
(Turn and Talk-2 minutes): How can learning basic braiding and braiding extension styles build your clientele?Anticipated Responses: Expands your expertise, makes you versatile, builds clientele loyalty.
Super!
We love data
Warm the scholars up
This is your shot at building excitement and anticipation for the day's lesson!
Your students will arrive to your classroom in various moods-the warm-up is the opportunity to control the energy, to stir up some excitement about learning, and to build rapport. Double click this box for warm-up ideas.
Minilesson + Check for understanding
Teaching points help to keep the teacher on track with the lesson, to keep the teaching concise and clear (this helps students to retain the information and stay engaged), and to avoid centering themselves in student learning.
Check for prior knowledge: In what ways is a hair consultation important for both the stylist and the client? What are some things you would need to know as a stylist prior to doing your client’s hair?
Guided Practice Logistics
Plan the Guided Practice to ensure a smooth and successful Independent Practice Task.
Have the students facilitate a reflection based on the consultation. Stylist A to guide reflection with the group following the consultation as they each answer the following questions: -What did you anticipate would happen first? Were you accurate in your thinking? If not, what do you think needed to be adjusted or considered? -What do you think are the most critical components of the consultation? Where was this evident in the mock consultation you’ve observed? -If I needed to create my own checklist, what would it look like? How would I know that I have been successful in facilitating this consultation? -Have students create their own consultation checklists before transitioning to the Independent Practice.
Identify the lesson's objective(s)
The lesson's objective should be directly aligned to the standards and skills students are expected to demonstrate. To help formulate the lesson's obejctive(s), think about the following:-What should students be able to understand by the end of the day's lesson? -What should students be able to demonstrate (do or complete) by the end of the day's lesson?
Modeling the Task/Activity
Tap into your own metacognitive approach to complete the tasks and demonstrating the standard successfully
Modeling the strategies you expect students to develop and use helps them to see the flow of the process and to understand how you are thinking. It makes clear the task, what they are expected to do, and how they could get to mastery. Double click this box for an idea of what modeling looks like in action.
Independent Practice and Assessment
How will you capture student learning and thinking?
This is where the checklists and rubrics would kick in-they help students to remain on track, to clearly understand expectations and their progress to mastery of standards, and to discuss their thinking and learning. See example for this lesson by double clicking this box!