Reciprocal Teaching
Reciprocal Teaching, as
defined by the Institute of Education Science (IES), is an interactive
instructional practice that is intended to improve reading comprehension by
teaching strategies aimed at gaining meaning from a text. The teacher and
students take turns leading segments from the text by applying four
comprehension strategies: summarizing, generating questions, clarifying, and
predicting.
Summarizing
Summarizing
is a great way to help students tell what they read. By placing a segment of
text into a summary, the student, explaining in his or her own words,
identifies the points that matter and put them together, leaving out
unnecessary information.
Questioning
Questioning
empowers the student and classmates to think critically by creating questions
that allow them to identify areas that are confusing, share needs for
clarification, and ask if there are connections with material already read.
Clarifying
Clarifying
is answering the questions. The person clarifying (student or teacher) also
points out areas the class may see as confusing. Students can also share their
own thoughts on how they understand the material, if it helps their classmates.
Predicting
Predicting
connects the students with the thinking and intentions of the author. Students are
coming up with ideas of what can happen next in the text. They consider what
has already taken place and use their imagination to think ahead.
Reciprocal Teaching is a cooperative
learning model that falls under the overarching theoretical school of cognitivism/pragmatism.
The general characteristics of this school, according to Learning Theories.com,
is that "mental
processes such as thinking, memory, knowing, and problem-solving need to be
explored. Knowledge can be seen as schema or symbolic mental constructions.
Learning is defined as change in a learner’s schemata" (2015-2016).
A practical example of the Reciprocal Teaching model at work is starting a brand new lesson by reading together as a group. I have a cup with popsicle sticks labeled with my students' names and they take turns reading as I call on them. I start the session by reading the introduction. I pause to clarify what I just read by asking what does this mean? and what is a __________________? (Insert a term or new word). As the students take turns reading, I make sure to pause and ask them to visualize what they are reading by asking: What image comes into mind as you read this paragraph? Which words are helping you visualize the passage? I make sure to pose a question to each student as they read: Who or what is this paragraph about? What do we know about _______________? The reading may last a whole class session, but it is effective as I have seen that when I assign a summary for homework, it is usually written in the students' own words. For summaries, I ask my students to make sure they give the main idea of the text, what it is mostly about, and what information in the text tells the main idea. After I collect the summaries, the class and I move on to predict what the next part in the text will be about.
A practical example of the Reciprocal Teaching model at work is starting a brand new lesson by reading together as a group. I have a cup with popsicle sticks labeled with my students' names and they take turns reading as I call on them. I start the session by reading the introduction. I pause to clarify what I just read by asking what does this mean? and what is a __________________? (Insert a term or new word). As the students take turns reading, I make sure to pause and ask them to visualize what they are reading by asking: What image comes into mind as you read this paragraph? Which words are helping you visualize the passage? I make sure to pose a question to each student as they read: Who or what is this paragraph about? What do we know about _______________? The reading may last a whole class session, but it is effective as I have seen that when I assign a summary for homework, it is usually written in the students' own words. For summaries, I ask my students to make sure they give the main idea of the text, what it is mostly about, and what information in the text tells the main idea. After I collect the summaries, the class and I move on to predict what the next part in the text will be about.
Websites
Related to Reciprocal Teaching
The following websites
provide more information:
References
Foster, E. &
Rotoloni, B. (2015). Reciprocal Teaching. Retrieved
October 8, 2016, from http://epltt.coe.uga.edu/index.php?title=Reciprocal_Teaching
Learning Theories .com. (2015-2016). Cognitivism.
Retrieved October 8, 2016, from https://www.learning-theories.com/cognitivism.html
Institute of Education Science (2010). Reciprocal Teaching: Adolescence Literacy. Retrieved October 8, 2016, from: http://ies.ed.gov/ncee/wwc/EvidenceSnapshot/434
Instructional Design
Knowledge Base (2014). Select
Instructional Models /Theories to Develop Instructional
Prototypes. Retrieved October 8, 2016, from: http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Study.com. (2003-2016).
Reciprocal Teaching: Strategies, Definition, & Examples. Retrieved October 8, 2016, from http://study.com/academy/lesson/reciprocal-teaching-strategies- definition-examples.html#lesson
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