Download - Agenda April 25 th , 2011
AgendaApril 25th , 2011
• Reciprocal Teaching – Definition• Rationale – Why use it?• Phases of Reciprocal Teaching• Resources• Reflection
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Reciprocal Teaching - Integration of English in Science Teaching and Learning
Reciprocal Teaching
Teaching Strategy to incorporate Integration of English Language
comprehension into Science teaching and learning
April 2011
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Starter 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
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Starter Activity
What I think before
Statement (decide if you agree or not)
What I think after
Agree/disagreeA dialogue or discussion
between teachers and students regarding segments of text
Agree/disagree
Agree/disagreeUses the lower levels of
Bloom’s taxonomy of learning Agree/disagree
Agree/disagreeInvolves mutual exchange of
information between groups of learners
Agree/disagree
Agree/disagreeReading text that has been
translated so that students can understand
Agree/disagree
What I think reciprocal teaching / reading could be?
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We Learn
10% of what we read
20% of what we hear
30% of what we see
50% of what we both hear and see
70% of what is discussed with others
80% of what we experience personally
95% of what we TEACH someone else
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Definition - Reciprocal Readingالتبادلية: القراءة التعريف
A method of teaching students to read for meaning and to monitor their own understanding
القراءة كيفية الطالبات فيها يتعلم طريقة هي. واستيعابهم فهمهم مراقبة و المعنى، الستخالص
Involves a teacher and a group of students taking turns to lead a dialogue concerning a text
من مجموعة مع المعلم من كل باشراك تعنىمتعلق حوار قيادة في االدوار، تبادل عبر الطالبات
. ما بنص
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Rationaleالجوهري السبب
Based on theory and research regarding:بـ المتعلقه واالبحاث النظريات الى : استناداً
Metacognitive strategy instruction (teaching students with difficulties ‘how to’ learn)
الصعوبات، ذوي الطالب تعليم وهي اإلدراك، استراتيجيات “ التعلُم” كيفية .
Scaffold instruction (providing support to students in interactive social learning contexts) للطالب الدعم توفير على يعمل والذي الًمصقل، التعليم
اجتماعي و تفاعلي سياق .في7
As students move through school the curriculum becomes increasingly dependent on use of text
اعتماد يزداد الدراسية، المراحل عبر الطالبات تنتقل بينماالقراءة نصوص استخدام على الدراسي .المنهج
Difficulties in comprehension affect progress in almost all areas of learning
في الدراسي التطور على تؤثر االستيعاب في الصعوبة إنالتعليمية النواحي .معظم
Skills often not taught, some students will not acquire them without help
بمقدور يكون ال عادة، تعليمها يتم ال التي المهارات إنمساعدة بدون اكتسابها الطالب .بعض
Rationalecontinued...
الجوهري السبب متابعة
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Comprehension strategiesاإلستيعاب استراتيجيات
Dialogue between teacher and students structured by use of four key strategies which increase the student's active involvement with the text:
باستخدام ممثالً والطالب المعلم بين الحوار يكون أنعلى تعمل والتي أساسية أستراتيجية محاور أربع
اكبر بشكل النص مع الطالب تفاعل
Questioning األسئلة طرح
Clarifying التوضيح
Summarising التلخيص
Predicting التوُقع 9
Activity # 2Purpose: To become familiar with and understand
the new strategy “Reciprocal Reading”Organization : 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 10
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Summary
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CLARIFYINGSUMMARIZING
Additional Resources
Use of prompt cards
http://www.adrianbruce.com/reading/room4/recip/
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Advice
For best results, use the strategy with the whole class first when you model the “teacher” behavior
Gradually 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 embedded
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Activity 3 -Lesson application
Purpose: Teachers practice planning for reciprocal reading
Organization: subject groupsTime: 15 minInstruction:Create new groups in subject areasUsing your own current plan resource, plan for a lesson based on this new strategy.
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Activity 3 –Cross checking
Purpose: To check for understandingOrganization: PairsTime: 5 minInstruction:Recheck the statements on the starter activity and confirm whether you agree or diasagree to the statements.
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Cross Check for understanding
What I think before
Statement (decide if you agree or not)
What I think after
Agree/disagreeA dialogue or discussion
between teachers and students regarding segments of text
Agree / disagree
Agree/disagreeUses the lower levels of
Bloom’s taxonomy of learning Agree / disagree
Agree/disagreeInvolves mutual exchange of
information between groups of learners
Agree / disagree
Agree/disagreeReading text that has been
translated so that students can understand
Agree / disagree
What I think reciprocal teaching / reading could be?
AGREE
DISAGREE
AGREE
DISAGREE
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Closure Activity - Reflection
Strongly Agree
Agree Neutral/ Not Applicable
Disagree Strongly Disagree
Circle Your Numeric Choice
The topic of this workshop was interesting to me
The knowledge and/or skills I gained from this workshop will help me in my work
I 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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