agenda april 25 th , 2011

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Reciprocal Teaching - Integration of English in Science Teaching and Learning. Agenda April 25 th , 2011. Reciprocal Teaching – Definition Rationale – Why use it? Phases of Reciprocal Teaching Resources Reflection. Reciprocal Teaching. - PowerPoint PPT Presentation

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Reciprocal Reading

AgendaApril 25th , 2011 Reciprocal Teaching Definition Rationale Why use it? Phases of Reciprocal Teaching Resources Reflection1Reciprocal Teaching - Integration of English in Science Teaching and LearningReciprocal TeachingTeaching Strategy to incorporate Integration of English Language comprehension into Science teaching and learning

April 2011

2Starter ActivityPurpose: To think and predict - What Reciprocal Reading could be?Organization : Pairs Strategy : T-P-S (Think pair share)Time : 5 minutesInstructions : 1.Read the provided statements about RR 2. Circle in the 1st column whether you Agree/ Disagree with the statement

3Starter Activity What I think beforeStatement (decide if you agree or not)What I think afterAgree/disagreeA dialogue or discussion between teachers and students regarding segments of textAgree/disagreeAgree/disagreeUses the lower levels of Blooms taxonomy of learningAgree/disagreeAgree/disagreeInvolves mutual exchange of information between groups of learnersAgree/disagreeAgree/disagreeReading text that has been translated so that students can understandAgree/disagreeWhat I think reciprocal teaching / reading could be?4We Learn

10% of what we read20% of what we hear30% of what we see50% of what we both hear and see70% of what is discussed with others80% of what we experience personally95% of what we TEACH someone else5Definition - Reciprocal Reading: A method of teaching students to read for meaning and to monitor their own understanding .

Involves a teacher and a group of students taking turns to lead a dialogue concerning a text .6Rationale Based on theory and research regarding: :

Metacognitive strategy instruction (teaching students with difficulties how to learn) .

Scaffold instruction (providing support to students in interactive social learning contexts) .

7As students move through school the curriculum becomes increasingly dependent on use of text .Difficulties in comprehension affect progress in almost all areas of learning .Skills often not taught, some students will not acquire them without help .Rationalecontinued ... 8Comprehension strategies Dialogue between teacher and students structured by use of four key strategies which increase the student's active involvement with the text:

Questioning

Clarifying

Summarising

Predicting 9Activity # 2Purpose: To become familiar with and understand the new strategy Reciprocal ReadingOrganization : Groups ( 4 members) Strategy : Numbered headsTime : 10 minutesInstructions : 1.Read through the document (Page 1) on Reciprocal reading and provide an outline of the steps using the graphic organizer. 2. Clarifying through discussion

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11Summary

12CLARIFYINGSUMMARIZINGAdditional ResourcesUse of prompt cards

http://www.adrianbruce.com/reading/room4/recip/

13 Advice For best results, use the strategy with the whole class first when you model the teacher behaviorGradually devolve responsibility to students to share the teacher role within their small group under your overall guidance .Research indicates students need to use this strategy at least twenty times for it to be firmly embedded14Activity 3 -Lesson applicationPurpose: Teachers practice planning for reciprocal readingOrganization: subject groupsTime: 15 minInstruction:Create new groups in subject areasUsing your own current plan resource, plan for a lesson based on this new strategy.15Activity 3 Cross checkingPurpose: To check for understandingOrganization: PairsTime: 5 minInstruction:Recheck the statements on the starter activity and confirm whether you agree or diasagree to the statements.16Cross Check for understandingWhat I think beforeStatement (decide if you agree or not)What I think afterAgree/disagreeA dialogue or discussion between teachers and students regarding segments of textAgree / disagreeAgree/disagreeUses the lower levels of Blooms taxonomy of learningAgree / disagreeAgree/disagreeInvolves mutual exchange of information between groups of learnersAgree / disagreeAgree/disagreeReading text that has been translated so that students can understandAgree / disagreeWhat I think reciprocal teaching / reading could be?AGREEDISAGREEAGREEDISAGREE17Closure Activity - Reflection

Strongly AgreeAgreeNeutral/ Not ApplicableDisagreeStrongly DisagreeCircle Your Numeric ChoiceThe topic of this workshop was interesting to meThe knowledge and/or skills I gained from this workshop will help me in my workI feel this was an effectiveworkshop.The most useful thing I learned in this workshop was The least useful thing I learned in this workshop was Other Comments.

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Maria Prasad & Iman El Zein19

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