## Reflection: Developing a Conceptual Understanding Applying a Problem-Solving Protocol to Momentum Problems - Section 5: Closure

We have been learning about the best practices for studying and learning physics for several weeks and have used the G.I.R.L.S. protocol earlier in the semester. However, during this semester a few new students have been added to my roster who needed to be introduced to this protocol. The student whose work I include in this section is one of them.

While this student was able to apply the equations and calculate values during the quick check, their answers were missing units for each step in the solution and did not have a concluding sentence. Students may retake these quick checks during lunch, advisory, study hall or after school. This student receives a score between advanced beginner and competent. After I grade and return this assessment, the student has one week to study and discuss my feedback on the assessment before retaking a similar assessment on the same standard. I consider this strategy to be a successful one because 80% of my class takes advantage of this strategy and this student in particular was able to move from a 2.5/5 to a 4/5 after retaking a similar assessment.

Formative Assessments
Developing a Conceptual Understanding: Formative Assessments

# Applying a Problem-Solving Protocol to Momentum Problems

Unit 6: Momentum
Lesson 3 of 14

## Big Idea: Momentum is linearly related to both mass and velocity.

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70 minutes

### Tenicka Norwood

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