{"id":758,"date":"2015-08-07T14:48:28","date_gmt":"2015-08-07T18:48:28","guid":{"rendered":"http:\/\/espace.bsu.edu\/akhouck\/?p=758"},"modified":"2015-12-14T10:06:03","modified_gmt":"2015-12-14T15:06:03","slug":"factor-label-conversions-using-marzano-techniques","status":"publish","type":"post","link":"https:\/\/espace.bsu.edu\/akhouck\/2015\/08\/07\/factor-label-conversions-using-marzano-techniques\/","title":{"rendered":"Factor Label Conversions Using Marzano Techniques"},"content":{"rendered":"

\"IMG_0347\"<\/a>Introducing and using conversions and the factor label system in the science classroom are traditionally done through lecture based activities. \u00a0Student engagement in this topic is usually limited to checks for understanding via homework and assessment on quizzes and tests. \u00a0Utilizing Marzano’s kinesthetic technique, our goal was to physically engage students in groups while simultaneously performing a formative\u00a0assessment of understanding of these topics.<\/p>\n

<\/p>\n

I\u00a0did this by drafting a problem set of traditional factor label problems involving conversions between the standard measure system, the metric system, and\u00a0between the two systems. \u00a0Then I printed up full sized sheets of each appropriate conversion along with a few distractors. \u00a0Conversions were color coded according to type [standard to standard, metric to metric, standard to metric, metric to standard, or time]. \u00a0Students were then assigned into teams and handed a problem to solve together at the board by choosing the appropriate conversion and hanging it up on the board, and then solving the problems. \u00a0Ringing a desk bell to note the end of the calculation added an\u00a0auditory component\u00a0to the experience. \u00a0Three groups of students completed problems at once, with each student having the opportunity to participate in the activity at least twice. \u00a0Students seated in the audience were able to double check calculations of the problems while they waited for their turn at the board.<\/p>\n

Student feedback on this experience was positive overall. \u00a0I composed an open ended response in Nearpod to gather informal opinions regarding the activity. \u00a0Students comments included a range from the activity was not helpful as they already had a mastery of the method, to that the activity “helped to visualize it better,” “made me understand that its actually easier than I made it out to be,” “it helped because I got hands on experience,” and “it was nice to have a partner to work through the problems with.” \u00a0Others liked the idea of board work to reinforce a concept.<\/p>\n

This activity is transferrable for use between any science course. \u00a0Because of this, and the fact that it is an engaging activity, I plan to use it again in my own classroom.<\/p>\n

InTASC standards were heavily utilized\u00a0in this activity as standards 4-6-7-8 were employed via planning for and implementing the activity and using it to achieve informal assessment of student understanding. \u00a0HLPs 2-3-5-10-11-13-14 were covered in choosing a modifying assignments to model a concept while working with individual students to check for their understanding.<\/p>\n","protected":false},"excerpt":{"rendered":"

Introducing and using conversions and the factor label system in the science classroom are traditionally done through lecture based activities. \u00a0Student engagement in this topic is usually limited to checks … Continue reading Factor Label Conversions Using Marzano Techniques<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":10,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6,8,9,10],"tags":[13,53,54,55,22,26,51,52,35,38,42],"class_list":["post-758","post","type-post","status-publish","format-standard","hentry","category-intasc-4","category-intasc-6","category-intasc-7","category-intasc-8","tag-chemistry","tag-hlp-10","tag-hlp-11","tag-hlp-13","tag-hlp-14","tag-hlp-2","tag-hlp-3","tag-hlp-5","tag-kinesthetic","tag-marzano","tag-physics"],"_links":{"self":[{"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/posts\/758","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/comments?post=758"}],"version-history":[{"count":2,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/posts\/758\/revisions"}],"predecessor-version":[{"id":928,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/posts\/758\/revisions\/928"}],"wp:attachment":[{"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/media?parent=758"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/categories?post=758"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/tags?post=758"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}