reciprocal teaching
DESCRIPTION
This is a very useful presentation for how to teach students one type of a reading techniques.TRANSCRIPT
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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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.