Welcome to

everyone

Reciprocal Teaching

By the end of this session Trs. will be able to

Identify the RT features. Identify the 4 RT techniques.The importance and the characteristic of the 4 techniques. Asses students who use the RT.Start and continue Reciprocal Teaching by themselves.Recognize who will benefit from the RT.Identify how much time you need to monitor Ss. using RT.

What is Reciprocal Teaching?

Reciprocal Teaching is a technique used to develop

comprehension of expository text in which teacher and

students take turns leading a dialogue concerning

sections of a text. Four activities are incorporated into

the technique: prediction, questioning, summarizing and

clarifying misleading or complex sections of the text.

Why is it important for students to design their own questions?

Students involved in the Reciprocal Teaching process 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 modelling by adults.

How will Reciprocal Teaching benefit students?

The purpose of Reciprocal Teaching is to help students, with or

without a teacher present, actively bring meaning to the written

word. The strategies chosen not only promote reading

comprehension but also provide opportunities for students to

learn to monitor their own learning and thinking. The 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.

Which students will benefit the most from the Reciprocal Teaching strategy?

Reciprocal Teaching 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. However, modifications of

this procedure 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. Teachers have

observed that even normally achieving or above average students

profit from strategy instruction because it allows them to read and

understand more challenging texts. Also, 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.

How do I assess students using the Reciprocal Teaching strategy in their reading?

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.

How long should teachers continue to monitor students using the Reciprocal Teaching strategy?

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.

What support do teachers need to start and continue Reciprocal Teaching?

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. 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.

Work in groups

Write what you know about the

following creature

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____________________________________________________________________________

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Vocabulary :

Learn them carefully

Mystery

UFOSpace ship

Alien

Planet

sucked

kidnapped

skinny

Fat

hug

Weird = strange

Group work

Each group reads a story . Every student has a different

role

summary

Questions

picture

prediction

Work Individually

Imagine that you have seen an alien while you were on your way to school and compose your own story……

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.