together but assign roles, placing a different student in the role of leader and assigning roles such as recorder, researcher, reporter, and materials manager to the others. This allows others to practice leading and building these skills. Note: Some projects will lend themselves to the assignment of roles, while others will not. Use your own judgment. Ability grouping Sometimes you may want to group students by mixing their varying levels of ability and responsibility. It is the natural tendency for the responsible students to do more than their share of the work; you can avoid this by reminding students that their evaluations will be based in part on their contributions. Their contributions should be evaluated by both the teacher and by group peer evaluation. (See the team member evaluation forms provided in the previous section.) Variety is the spice of project teams After several projects have been completed, ask students to write on a piece of paper the names of all the students with whom they have worked. Then place them with students they have not worked with yet. Often students will want to stay in teams that already exist; remind them that it is important to learn to work with a variety of people. 41 Give Students Opportunities to Work in Teams to Solve Problems or Complete Small Projects Once students identify the steps in the problem-solving process, give them opportunities to practice using the process. By doing this, you will help students develop and practice the foundation skills needed to do effective teamwork and problem solving. You can use any curriculum-related topic. Or you can use the following projects, which are used by one of the cosmetology teachers who contributed to this book; they help students practice problem solving with a cosmetologyrelated topic. 42 0 0 0 o O a O 0 Cr o Hair Color and the Color Wheel This is a good project for beginning or advanced students who are studying haircoloring. Once you have gone over the basics of the color wheel, including primary, secondary, and tertiary colors, your students will be ready to complete this simple project. Materials: Finger paint, primary colors only (red, blue, yellow) Heavy paper (e.g., art paper, poster board, or construction paper) Procedure: 1. Have the students make their own color wheels using the provided materials. Once the color wheels are made, facilitate a discussion in which the following points are made: What are the primary colors? What are examples of secondary and tertiary colors? What are warm and cool colors? What differentiates them? What are examples of each (e.g., warm colors have red or yellow tones, such as strawberry blonde; cool colors have blue or green tones, such as platinum blonde, ash brown). How are different colors made? For example, what colors make black? What colors make brown? What would you do differently to make different shades of brown (e.g., ash brown and auburn)? The opposite colors on the color wheel are complementary colors they cancel each other out. For example, if a stylist needs to modify a customer's hair color because it is too red, s/he could examine a color wheel to identify that green is opposite red, and should be used (in the same intensity) to cancel out the unwanted red. You may wish to display completed color wheels around the room or in a hallway. 2. Put students' color knowledge to the test. Have them work in teams of 2- 3 to create a collage, using magazine pictures of different hair styles. The collage can be divided in the middleone half for pictures of hair with cool colors and the other with warm hair colors. Designing collages allows students to study new colors on the market, as well as new styles. These, too, may be displayed in your school. BEST COPY AVAILABLE 43 Cosmetology "Experts" This project provides a general way to get your students accustomed to working in teams on projects. (It is similar to, but briefer than, the Training Programs and Materials activities found on pp. 89-106 .) Procedure: 1. Divide students into teams of 3-4. 2. Assign each team a cosmetology-related topic to become an "expert" about. Since students are just getting used to working in teams and developing project plans, the topics should be uncomplicated and the needed information should be readily available in the textbook and other available resources. 3. Instruct the teams to do the following: Research the topic. Develop a presentation to teach the rest of the class about their topic, using these parameters: Make a 3-5 minute presentation that is well organized and professionally presented. Include at least one appropriate visual aid or teaching tool. Develop and turn in a presentation outline. Involve each team member in some portion of the presentation. Write a 5-10 question quiz covering the key points of the assigned topic. After giving the presentation, answer