ID Barber flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Bloom's revised taxonomy

A six-level hierarchy of learning objectives: Remember, Understand, Apply, Analyze, Evaluate, Create. Instructors match verbs and assessments to the intended cognitive level.

Gagné's nine events

Instructional sequence: gain attention, state objectives, recall prior knowledge, present content, guide learning, elicit performance, give feedback, assess, enhance retention and transfer.

Cognitive load theory

Working memory is limited; instruction should minimize extraneous load from poor design and build germane load through schema construction so students can handle intrinsic complexity.

Formative assessment

Ongoing, low-stakes checks during instruction used to adjust teaching and give feedback. It is not typically graded and does not judge final achievement.

Wait time

The pause of three to five seconds after asking a question before calling on a student. Longer wait time increases response length and participation.

Backward design

Planning model by Wiggins and McTighe: identify desired results, determine acceptable evidence, then plan learning experiences. Assessment is designed before activities.

Measurable objective format

A well-written objective states condition (given what), behavior (observable verb), and criterion (standard). Example: Given a mannequin, the student will perform a taper cut within 45 minutes at 80% rubric.

Scope and sequence

Scope is the breadth of content taught in a program; sequence is the order, usually prerequisite-first and simple-to-complex. Together they form the curriculum map.

Interleaved practice

Mixing related skills during practice rather than blocking one skill at a time. It generally improves long-term retention and transfer to the clinic floor.

Lesson plan components

Objectives, standards, materials, anticipatory set, direct instruction, guided practice, independent practice, closure, assessment, and reflection. Each lesson should include all components.

Validity vs. reliability

Validity means an assessment measures what it claims to measure. Reliability means it produces consistent results across occasions or raters. Reliability is necessary but not sufficient for validity.

Criterion-referenced grading

Grading that compares a student's performance to a defined standard rather than to other students. Barbering programs use this model because licensure requires a fixed passing standard.

Weighted grade formula

Final grade equals the sum of each category average multiplied by its weight, with weights totaling 1.00. Example: 0.4(85) + 0.6(90) = 88.

Performance rubric levels

Common four-level scale: 4 exceeds, 3 meets, 2 approaching, 1 unsatisfactory. A score of 3 is the passing standard unless the program specifies otherwise.

Inter-rater reliability

The degree to which different evaluators assign the same score to the same performance. It improves with written rubrics, rater training, and double-scoring samples.

Withitness

Kounin's term for an instructor's awareness of everything happening in the room and quick response to misbehavior before it escalates.

Behavior management continuum

Preventive strategies (rules, routines, proximity) come first, then supportive redirection, then documented corrective consequences. Physical intervention is a last resort per policy and law.

Incident documentation

A factual record of date, time, observed behavior, action taken, and follow-up. It excludes opinion and is used for due process and program records.

Clinic supervision ratio

The instructor must maintain line of sight over students using sharp tools or chemicals. Students are never left unattended on the clinic floor.

Patch test

A small application of oxidative hair color behind the ear or inner elbow 24 to 48 hours before service. A reaction means the service is not performed.

Strand test

A test on a small section of hair to predict processing time and color outcome before applying product to the full head. It reduces risk of damage or undesired color.

Client draping order

Neck strip against skin, then shampoo cape for wet services, or a towel and chemical cape for chemical services. Draping protects skin and clothing.

Blood exposure protocol

Stop the service, put on gloves, clean the wound, dispose of contaminated materials per the bloodborne pathogen standard, and document the incident.

Clipper guard lengths

Guard number to blade length: #1 is 1/8 inch (3 mm), #2 is 1/4 inch (6 mm), #3 is 3/8 inch (10 mm), #4 is 1/2 inch (13 mm).

Razor taper angles

A 30-degree angle produces a light taper, 45 degrees a medium taper, and 60 degrees a heavy taper. A flat blade against the skin gives the closest shave.

Cross-checking

Combing hair in the opposite direction of the cut to reveal uneven lengths before finishing. It is a standard finishing check in barbering.

Elevation and projection

The angle at which hair is held from the head: 0 degrees is blunt, 45 degrees graduated, 90 degrees uniform layers, 180 degrees long layers.

Cleaning, disinfection, sterilization

Cleaning removes visible debris; disinfection kills most pathogens on surfaces; sterilization destroys all microorganisms including spores. Each has a distinct purpose and product.

Hospital-grade disinfectant

An EPA-registered product with a tuberculocidal claim, used for implements that contact blood. The label contact time must be followed exactly.

Bloodborne pathogen standard

OSHA 29 CFR 1910.1030 requires an exposure control plan, hepatitis B vaccination offer, PPE, labeled sharps containers, and post-exposure evaluation.

Safety Data Sheet

A document listing hazards, handling, and first aid for each chemical in the school. It must be accessible to staff and students, often in a binder.

Informed consent

Explaining the procedure, risks, alternatives, and expected outcome before a service, and confirming the client agrees. The client may withdraw at any time.