Implementing Reciprocal Teaching in the Classroom: Overcoming Obstacles and Making Modifications

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Implementing Reciprocal Teaching in the
Classroom Overcoming Obstacles and Making
Modifications
By Douglas J. Hacker and Arnette Tenent

• Presented By Jason Yano
• Laura Robles
• Rocio Codesal

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Definition of Terms

• Reciprocal Teaching instructional procedure in
  which small groups of students learn to improve
  their reading comprehension through predicting,
  clarifying, questioning, and summarizing.
• High-quality dialogue student interactions which
  are not constrained and go deeper than a
  superficial level.
• Methodological triangulation the application and
  combination of several research methodologies in
  the study of the same phenomenon.

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Purpose

• To investigate and improve the effectiveness of
  teachers implementation and practice of
  Reciprocal Teaching (RT).

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Methodology

• Qualitative study of 17 classrooms in two urban
  elementary schools (K-6) over three years.
• Data collection included classroom observations,
  surveys, and students scores on the Districts
  Comprehensive Test of Basic Skills.
• Data was analyzed at the end of each year and
  modifications were applied to Traditional RT for
  the following year.

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Methodology (cont.)

• D.J.H. instructed teachers how to use RT.
• Teachers modeled RT in their classrooms.
• D.J.H monitored the classroom practice of RT.
• Teachers consulted with D.J.H concerning their
  practice.
• Obstacles encountered in strategy, scaffolding,
  and dialogue were recorded and modifications made
  for the following year.

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Findings

• Traditional RT was not effective in all
  classrooms.
• Majority of teachers found that adding at least a
  small whole-class component to RT was beneficial
  to students as well as a writing component.
• Between-grade ability grouping was found to be
  more productive.
• Of the four strategies questioning played the
  most dominant role.
• Students had trouble reaching high-level dialogue
  which hindered their understanding of texts in
  deeper levels.
• Scaffolding was not reduced as RT method suggests
  due to lack of high-level dialogue.

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Conclusion

• In order for Reciprocal Teaching to be effective
  teachers must modify it to fit the needs of their
  classroom.

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Reflections

• Rocio I would want to know if RT would be as
  effective in a more ethnically diverse school or
  in high school.
• Jason I feel that this study had a few key flaws
  that could have been remedied considering its
  3-year period.
• Laura I feel that the findings were very
  informative and functional for teachers.

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Questions

• ?