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Learn More: An introduction to my process of implementing verbalization


One thing I knew for sure before I started my action research was that I wanted to make an impact.  After learning about John Hattie's zone of desired effects, I was sure I wanted to focus on vocabulary and verbalization and how they could impact student learning and achievement in my 6th grade classroom.  

Because of my student's struggle with math word problems I sought out others who had focused on vocabulary in their research and noticed many others looking into how "speaking math" showed increased comprehension.  I decided to focus on the meta-cognitive strategy of speaking (verbalizing) while recording in an effort to have students listen to themselves, and re-record until they were satisfied with the results.  

​My ​​action research included aspects of formative assessments, feedback and self verbalization.  Students took a pre assessment before direct instruction using a modified flipped classroom model. Then after whole class and individual practice, students took a formative assessment to see gains in accuracy.  Then, students recorded their verbalization with a digital tool like Screencasify followed by giving and receiving feedback from peers and the teacher.  Finally, students took a summative assessment to see final gains in accuracy after verbalization. 
John Hattie's Zone of Desired Effects
Click on the info graphic above to see a more detailed view. 
Within this website you will find more information: 
LESSONS: Classroom assignments designed specifically for my research project can be found under the lessons link.  Includes content standards and handouts.



HOW TOs: Includes tutorials of digital tools used in lessons as well as resources to support using verbalization and vocabulary in your classroom. 




ASSESSMENT: Rubrics, data, research results and student examples can be found in the assessment link.



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​REFERENCES: This page includes links to digital tools, research references, books and blogs that were explored and used throughout this project. 
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LESSONS
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HOW-TOs
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ASSESSMENT
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REFERENCES
Standards Focus in my Project
6.NS2- Fluently divide multi-digit numbers using the standard algorithm. 
6.NS4- ​Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. 
6.RP1- Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 
ELA Literacy SL.6.2- Interpret information presented in diverse media and formats (visually, orally).
ELA Literacy SL.6.5-Include multimedia components and visually displays in presentations to clarify information.
ELA Literacy SL.6.6- Adapt speech to a variety of context and tasks, demonstrating command of formal English when indicated or appropriate. 
All Star Tools Used Throughout this Project
These three applications were used time and time again while implementing my intervention.  Please follow the links embedded in the images for further information about these digital tools. 
Screencastify
I used this tool to record instructional videos to help implement my flipped classroom.  It is also used by my students to record their verbalization videos.  
Kami
This application is very versatile.  I have used it to import documents for students to mark up or as a online handout that students can modify and draw on.  Also, the comment feature is great for both the teacher and students to use to give feedback or show understanding of content.  
Seesaw
A great way to manage student work while also displaying in a digital portfolio fashion.  A great way to get student made videos to be recorded and stored in one place.