Reciprocal Teaching - PowerPoint PPT Presentation

1 / 15
About This Presentation
Title:

Reciprocal Teaching

Description:

Reciprocal Teaching A Powerful Reading Strategy What is Reciprocal Teaching? Reciprocal Teaching is an instructional strategy for teaching strategic reading developed ... – PowerPoint PPT presentation

Number of Views:461
Avg rating:3.0/5.0
Slides: 16
Provided by: c20018
Category:

less

Transcript and Presenter's Notes

Title: Reciprocal Teaching


1
Reciprocal Teaching
  • A Powerful Reading Strategy

2
What is Reciprocal Teaching?
  • Reciprocal Teaching is an instructional strategy
    for teaching strategic reading developed by
    Annemarie Sullivan Palincsar that takes place in
    the form of a dialogue between teachers and
    students. In this dialogue the teacher and
    students take turns assuming the role of teacher
    in leading the dialogue about a passage of text.
    Four strategies are used by the group members in
    the dialogue summarizing, question generating,
    clarifying, and predicting. At the start the
    adult teacher is principally responsible for
    initiating and sustaining the dialogue through
    modelling and thinking out loud. As students
    acquire more practice with the dialogue, the
    teacher consciously imparts responsibility for
    the dialogue to the students, while becoming a
    coach to provide evaluative information and to
    prompt for more and higher levels of
    participation.

3
What is Reciprocal Teaching?
  • A reading comprehension technique
  • Teacher and students take turns leading a
    dialogue concerning sections of a text.
  • Includes four activities
  • Prediction
  • Questioning
  • Summarizing
  • Clarifying

4
Why is it important for students to design their
own questions?
  • Students are checking their own understanding of
    the material they have encountered.
  • They do this by generating questions and
    summarizing.
  • Expert scaffolding is essential for cognitive
    development as students move from spectator to
    performer after repeated modeling by adults.

5
How will Reciprocal Teaching benefit students?
  • Purpose is to help students, with or without a
    teacher present, actively bring meaning to the
    written word.
  • Strategies not only promote reading comprehension
    but also provide opportunities for students to
    learn to monitor their own learning and thinking.

6
How will Reciprocal Teaching benefit students?
  • Structure of the dialogue and interactions of the
    group members require that all students
    participate and foster new relationships between
    students of different ability levels.

7
Which students will benefit the most from this
strategy?
  • It has proved to be useful with a widely diverse
    population of students.
  • The RT procedure was designed to improve the
    reading comprehension ability of students who
    were adequate decoders but had poor
    comprehension.

8
Which students will benefit the most from this
strategy?
  • Modifications have been used to teach students
    who were poor decoders, second language learners
    or non-readers.
  • Poor decoders used the procedure as a read-along
    activity, second language learners used it to
    practice developing skills while non-readers
    learned it as a listening comprehension activity.

9
Which students will benefit the most from this
strategy?
  • Teachers have observed that even above average
    students profit because it allows them to read
    and understand more challenging texts.

10
Which students will benefit the most from this
strategy?
  • Students with more experience and confidence help
    other students in their group to decode and
    understand what is being read students with more
    experience in questioning (i.e. weaker students)
    stimulate deeper thinking and understanding in
    their more academically adept peers.

11
How do I assess students using the RT strategy
  • Listening to students during the dialogue is the
    most valuable means for determining whether or
    not students are learning the strategies and
    whether or not the strategies are helping them.
  • In whole group settings, students may be asked to
    write out questions and summaries to be checked
    by the teacher or other students.

12
How long should teachers monitor students RT
  • Continuous monitoring and evaluation of
    performance should take place to determine the
    kind of support or scaffolding the students need
    to successfully execute the strategies.
  • Monitoring, however, may become more infrequent
    when students become more adept at monitoring
    their own performance.

13
How do teachers start and continue RT?
  • Teachers wishing to adopt the Reciprocal Teaching
    technique into their curriculum should have the
    digest provided complete with graphic organizers
    of the questioning, summarizing, clarifying and
    predicting strategies.
  • Some thought must be made about the text to
    provide for instructive purposes during the
    learning phase.

14
How do teachers start and continue RT?
  • The ability level of the students should be taken
    into account before choosing a challenging text.
    A daily journal would be helpful to refer to as
    students are scaffolding at different rates.
    Also, at least one other teacher to collaborate
    with and debrief occasionally would be very
    helpful.

15
How do teachers start and continue RT?
  • Sources
  • Carroll, Ann-Martin. (1988) Reciprocal Teaching.
    Presentation given at the California Reading
    Association, San Diego, CA.
  • Palincsar, A. S. Brown, A. (1984). Reciprocal
    Teaching of Comprehension-Fostering and
    Comprehension Monitoring Activities. Cognition
    and Instruction, 1(2), 117-175.
  • Walker, B. (1988). Diagnostic Teaching of
    Reading. Columbus, Ohio Merrill Publishing Co.
Write a Comment
User Comments (0)
About PowerShow.com