Who is the founder of reciprocal teaching?
-Annemarie Sullivan Palincsar Reciprocal teaching is most effective in the context of small-group collaborative investigation, which is maintained by the teacher or reading tutor. The concept of reciprocal teaching was first developed by Annemarie Sullivan Palincsar and Ann L. Brown in 1984.
What is the reciprocal teaching strategy?
The reciprocal teaching strategy flips the classroom, putting students in charge of their learning. The teacher has students read a portion of a text and then complete four learning stages to ensure comprehension.
What is the purpose of reciprocal teaching according to Palincsar?
Palincsar (1986) believes the purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text. Reciprocal teaching is best represented as a dialogue between teachers and students in which participants take turns assuming the role of teacher.
What is reciprocal teaching method?
Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting.
What is reciprocal teaching Hattie?
According to Hattie (2009), reciprocal teaching is among the most powerful instructional practices in terms of achievement outcomes for students with disabilities due to its combination of strategy and direct instruction methods.
Who is the author of teaching strategies?
About the Author. Donald C. Orlich is Professor Emeritus with the Science Mathematics Engineering Education Center at Washington State University (WSU). He has been active in public education since 1955 and has directed numerous in-service education projects relating to the improvement of instruction.
What is the role of the teacher in reciprocal teaching?
The role of the teacher in reciprocal teaching is to use the gradual release of responsibility model to support, coach, and guide students until they can use the sequence independently–both in groups and eventually on their own.
What is John Hattie known for?
Professor John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with his two books Visible Learning and Visible Learning for teachers.
Is reciprocal teaching a constructivism?
Reciprocal teaching is a constructivist method of teaching. The basis of this method is that the students will draw their own meanings from what they read based on their understanding of the text combined with their prior experiences.
What is teaching strategies according to?
Teaching strategies, also known as instructional strategies, are methods that teachers use to deliver course material in ways that keep students engaged and practicing different skill sets. An instructor may select different teaching strategies according to unit topic, grade level, class size, and classroom resources.
What is the teaching strategy?
Teaching strategies are methods and techniques that a teacher will use to support their pupils or students through the learning process; a teacher will chose the teaching strategy most suitable to the topic being studied, the level of expertise of the learner, and the stage in their learning journey.
What is meant by teaching strategies PDF?
Teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the. strategies (Stone and Morris, in Issac, 2010).
Who created reciprocal reading?
Originally, Palincsar and Brown (1984) developed the reciprocal teaching process with a group of six students who were identified as adequate decoders and poor comprehenders while reading grade- appropriate text.
Is reciprocal teaching effective?
Reciprocal Teaching has been heralded as effective in helping students improve their reading ability in pre-post trials or research studies (Pearson and Doyle 1987, Pressley et al. 1987). According to Bruer (1993), Reciprocal Teaching helps novice readers learn and internalize the strategies excellent readers employ.
Who explored the concept of experiential learning at first?
David A. KolbBeginning in the 1970s, David A. Kolb helped develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.
When was reciprocal teaching first used?
The reciprocal teaching technique was developed in the 1980s by two University of Illinois educators (Annemarie Sullivan Palincsar and Ann L. Brown). Using reciprocal teaching, improvements have been noted in student reading comprehension in as little as three months and maintained for up to one year. The Highland Park School District in Michigan saw gains of nearly 20% with fourth-grade students and improvement across the board for all students, K-12.
What are the four strategies of reciprocal teaching?
The Four Strategies. The strategies used in reciprocal teaching (sometimes called the "Fab Four") are summarizing, questioning, predicting, and clarifying . The strategies work in tandem to dramatically increase comprehension.
What is reciprocal teaching?
Reciprocal teaching is an instructional technique aimed at developing reading comprehension skills by gradually empowering the students to take on the role of the teacher. Reciprocal teaching makes students active participants in the lesson. It also helps students transition from guided to independent readers ...
How to teach critical thinking skills?
Questioning. Questioning the text helps students develop critical thinking skills. Model this skill by asking questions that encourage students to dig deep and analyze, rather than summarize. For example, prompt the students to consider why the author made certain stylistic or narrative decisions.
Who is Kris Bales?
Kris Bales is a long-time homeschool parent. Since 2009 she has reviewed homeschool curricula for providers like Alpha Omega, Apologia, and All About Learning Press.
What is the skill of making an educated guess?
Predicting is the skill of making an educated guess. Students can develop this skill by looking for clues in order to figure out what will happen next in the text, or what the story's main message will be.
Who developed reciprocal teaching?
The concept of reciprocal teaching was first developed by Annemarie Sullivan Palincsar and Ann L. Brown in 1984. As previously mentioned, reciprocal teaching was developed as a technique to help teachers bridge the gap for students who demonstrated a discrepancy between decoding skills and comprehension skills (Palincsar, Ransom, & Derber, 1989).
How does reciprocal teaching work?
Reciprocal teaching begins with the students and teacher reading a short piece of text together. In the beginning stages, the teacher models the "Fab Four" strategies required by reciprocal teaching, and teacher and students share in conversation to come to a mutual agreement about the text (Williams, 2011). The teacher then specifically and explicitly models his or her thinking processes out loud, using each of the four reading strategies. Students follow the teacher's model with their own strategies, also verbalizing their thought processes for the other students to hear.
What are the components of reciprocal teaching?
Reciprocal teaching is made up of four components: predicting, clarifying, questioning, and comprehension. In 2005, Oczkus coined the phrase the "fab four" to describe the processes involved with reciprocal teaching (Stricklin, 2011). Students then move on to clarifying things they do not understand by asking the instructor questions, or having the teacher ask questions during reading, in order to clarify difficult sections of text or point out areas where students should pay particular attention. After the text is read, questions are asked of a student or group of students to enhance retention and check how much was learned. Finally, comprehension is achieved by engaging the students in a summary of either a page or the entire text selection of what they just read (Stricklin, 2011). The teacher supports the students by rephrasing or elaborating on their answers, statements, and questions.
How to prevent cognitive failure in reading?
Approaching the problem from the perspective of Cognitive Strategy Instruction (Slater & Horstman, 2002), reciprocal teaching attempts to train students in specific and discrete strategies to prevent cognitive failure during reading. Palincsar and Brown (1984) identified four basic strategies that may help students recognize and react to signs of comprehension breakdown: Questioning, Clarifying, Summarizing, and Predicting. These strategies serve dual purposes of being both comprehension-fostering and comprehension-monitoring; that is, they are thought to enhance comprehension while at the same time affording students the opportunity to check whether it is occurring. The leader follows these four steps in this specific order:
Why do we use dialogue in teaching?
First, it is a language format with which children are familiar (as opposed to writing, which may be too difficult for some struggling readers). Second, dialogue provides a useful vehicle for alternating control between teacher and students in a systematic and purposeful manner.
What is a trigger in comprehension?
This trigger can be anything from an unacceptable accumulation of unknown concepts to an expectation that has not been fulfilled by the text. Whatever the trigger, proficient readers react to a comprehension breakdown by using a number of strategies in a planned, deliberate manner. These "fix-up" strategies range from simply slowing down the rate of reading or decoding, to re-reading, to consciously summarizing the material. Once the strategy (or strategies) has helped to restore meaning in the text, the successful reader can proceed again without conscious use of the strategy (Palincsar & Brown).
What are the different reading strategies?
Some other reading strategies include visualizing, making connections, inferencing, and questioning the author.
What is reciprocal teaching?
What is the Reciprocal Teaching Method? Reciprocal teaching is a teaching and learning strategy in which students take turns acting as the teacher in small groups. Students are taught four teaching strategies that they apply when acting as the teacher in their group. The 4 strategies used in the reciprocal teaching method are:
Why is reciprocal teaching important?
Reciprocal teaching can be an incredibly effective strategy when it goes well. Students feel empowered when they are given the freedom to ‘play teacher’. It can be a motivational strategy that simultaneously gives the teacher freedom to facilitate learning rather than be bogged down in explicit instruction.
What are the four strategies used in the reciprocal method?
The 4 strategies used in the reciprocal teaching method are: Summarizing. Clarifying. Questioning. Predicting.
What are the four strategies in a class?
1. Explicit Modelling. The teacher has the group as a full class practice the four strategies explicitly. At this stage, the teacher retains control and asks students to practice the strategies in a very structured manner. 2. Guided Group Work. The teacher gets the students into small groups.
How does a teacher retain control over the pace of the lessons?
The teacher retains control over the pace of the lessons by having students practice each of the four strategies one at a time. After practice, the teacher gets the students to turn to the front of the room and discuss how they went using the strategies with the whole class.
When was the teaching strategy developed?
This teaching method was developed by Palincsar and Brown in 1984. The strategy is most commonly applied for reading and comprehension activities.
What is the meaning of the approach of comprehension monitoring?
Comprehension-monitoring: The approach is also comprehension-monitoring, meaning students internalize the four reciprocal teaching strategies and will begin to use them regularly. When successfully internalized, students will learn to use the skills whenever they read in order to test their own comprehension. In other words, the strategy develops from an explicit to metacognitive approach.
What are the four strategies used in reciprocal teaching?
Before Reciprocal Teaching can be used successfully by your students, they need to have been taught and had time to practice the four strategies that are used in reciprocal teaching (summarizing, questioning, predicting, clarifying ).
Why use reciprocal teaching?
It encourages students to think about their own thought process during reading.
What is the role of a teacher in a small group?
Throughout the process, the teacher's role is to guide and nurture the students' ability to use the four strategies successfully within the small group. The teacher's role is lessened as students develop skill.
What are the four strategies used in group discussions?
Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read. When to use: Before reading. During reading. After reading.
How do students repeat the process of reading?
The roles in the group then switch one person to the right, and the next selection is read. Students repeat the process using their new roles. This continues until the entire selection is read. (Source: ReadingQuest)
Who is the teacher at Frank Love Elementary School?
At Frank Love Elementary School, reading expert Shira Lubliner uses reciprocal teaching to guide students in learning to lead a classroom discussion. But first, Ms. Lubliner shows them how to guide a conversation about a book.
What are some strategies to help students read?
Reading strategies such as identifying cause and effect, noticing the main idea and details, or comparing and contrasting, can help students read more effectively. This series of articles discusses activities and lesson plans you can use to teach your students these skills.
Does Reciprocal Teaching Work?
Research about reciprocal teaching suggests that it does help students who can decode well but have problems with comprehension. During the strategy’s inception in the early 1980s, Palincsar and Brown conducted several studies to determine whether reciprocal teaching truly helped students' comprehension levels. In one study, students worked with a tutor on 20 consecutive school days to apply the skills to a single passage. All of these students had extremely low comprehension levels at the start of the study, but by the end of the study, all but one of the students answered at least a 70 percent of the comprehension questions on the assessment correctly. In the control group in the study, who had not been exposed to reciprocal teaching, not one student reached this level of accuracy. In addition, the percentile rankings of the experimental students jumped 30 points or more in their mainstreamed social studies and science classes.
How does reciprocal teaching work?
Reciprocal teaching can be used to teach students how to coordinate the use of four comprehension strategies: predicting, clarifying, generating questions, and summarizing. While working in small groups, the students use these strategies to engage in a discussion thereby jointly constructing and enhancing one another's understanding of the text. Originally designed with seventh graders, reciprocal teaching has been demonstrated as an effective teaching practice in a variety of settings, by countless researchers (Coley, DePinto, Craig, & Gardner, 1993; Kelly, Moore, & Tuck, 2001; Myers, 2005; Palincsar & Brown, 1984; Palincsar & Klenk, 1992; Rosenshine & Meister, 1994).
What is RTPG in primary school?
To distinguish the modified version from the original reciprocal teaching version, we called our modified version Reciprocal Teaching for the Primary Grades (RTPG).
Why are students assigned to other groups in RTPG?
During this phase, students who participated in the fishbowl were assigned as leaders to other groups because they had a bit more experience with the RTPG routine. Students were assigned the same roles for a couple of weeks so that they could become more proficient with their strategy and groups could become accustomed to the routine and focus more on discussing the text.
What is RTPG in first grade?
Implementing RTPG in first grade allowed for a student-centered reading program that focused on the three key elements of comprehension strategy instruction. Students were engaged in the application of strategies during authentic reading experiences while being scaffolded by their teacher and their peers. Through the use of the phases and cue cards, RTPG became routine and students were able to devote more attention to discussing and comprehending the text read. With the support provided within RTPG, first graders were able to learn, coordinate, and apply comprehension strategies and work in collaborative groups; primary students can do it, too!
How does RTPG work?
RTPG's three phases of implementation rely on teacher support of students within the zone of what students can accomplish independently and with assistance. In the first phase, each strategy fundamental to RTPG is individually introduced and applied. In the second, or fishbowl, phase, some students engage in RTPG while the teacher participates through the role of facilitator/leader of the group. In the third phase, all students participate in RTPG groups but report their responses to the teacher. In this manner, the teacher continues monitoring and scaffolding the students as they move to independent practice. Once the groups apply the strategies independently, they report to the whole class so that the teacher can monitor their progress and the class can engage in a text-based discussion.
What is self-regulated learning?
Self-regulated learners choose from several strategies to accomplish a reading goal. If the chosen strategy is unsuccessful, they will opt for a different strategy. As a result, students need to be adept with a variety of comprehension strategies to ensure they have options if a particular strategy proves ineffective. "Good readers do not use comprehension strategies one at a time as they read. Rather they orchestrate and coordinate a 'set' or 'family' of strategies to comprehend text" (Reutzel et al., 2005, p. 279). Thus, recent research promotes multiple strategy instruction whereby students are taught how to use and coordinate multiple strategies as they read (Gersten, Fuchs, Williams, & Baker, 2001; Neufeld, 2005; Pearson & Duke, 2002; Pressley, 2002; Reutzel et al., 2005). Reciprocal teaching (Palincsar & Brown, 1984) is a research-based instructional procedure that incorporates multiple strategy instruction.
How many phases are there in RTPG?
There were five phases that the students made a transition through to perform RTPG independently: strategy introduction, fishbowl, group to teacher, independent groups, and writing. Figure 1 provides a graphical overview of these five phases. It also shows how scaffolding is embedded through each phase and how that scaffolding is gradually reduced. Although the process took this first-grade class 24 weeks (engaging in RTPG once or twice a week), the timeline suggested in Figure 1 may vary depending on how often RTPG is implemented and how quickly the students pick up the routines.
What is Reciprocal Teaching?
The art of teaching has drastically shifted over the last few decades, as there have been various new strategies and pedagogies implemented in the classroom. What is reciprocal teaching, and is it an effective strategy?
Reciprocal Teaching Strategy
The reciprocal teaching strategy flips the classroom, putting students in charge of their learning. The teacher has students read a portion of a text and then complete four learning stages to ensure comprehension.
Applying Reciprocal Teaching
Reciprocal teaching can be used in any subject where students can complete a reading task on their own, but it's important for the teacher to create an environment where students feel comfortable working independently and sharing their work, especially in the younger grade levels.
Overview
Reciprocal teaching is an instructional activity that takes the form of a dialogue between teachers and students regarding segments of text for the purpose of constructing the meaning of text. Reciprocal teaching is a reading technique which is thought to promote students' reading comprehension. A reciprocal approach provides students with four specific reading strategies that are activ…
Conceptual underpinnings
The concept of reciprocal teaching was first developed by Annemarie Sullivan Palincsar and Ann L. Brown in 1984. As previously mentioned, reciprocal teaching was developed as a technique to help teachers bridge the gap for students who demonstrated a discrepancy between decoding skills and comprehension skills (Palincsar, Ransom, & Derber, 1989). That is, the process is aimed at aiding students who possess grade-level skills in letter-sound correspondence ("sounding out…
Role of reading strategies
Reciprocal teaching is an amalgamation of reading strategies that effective readers are thought to use. As stated by Pilonieta and Medina in their article "Reciprocal Teaching for the Primary Grades: We Can Do It, Too!", previous research conducted by Kincade and Beach (1996) indicates that proficient readers use specific comprehension strategies in their reading tasks, while poor readers do not (Pilonieta & Medina, 2009). Proficient readers have well-practiced decoding and c…
Strategies
Approaching the problem from the perspective of Cognitive Strategy Instruction (Slater & Horstman, 2002), reciprocal teaching attempts to train students in specific and discrete strategies to prevent cognitive failure during reading. Palincsar and Brown (1984) identified four basic strategies that may help students recognize and react to signs of comprehension breakdown: Questioning, Clarifying, Summarizing, and Predicting. These strategies serve dual purposes of b…
Instructional format
Reciprocal teaching follows a dialogic/dialectic process. Palincsar, Ransom, and Derber (1989) wrote that there were two reasons for choosing dialogue as the medium. First, it is a language format with which children are familiar (as opposed to writing, which may be too difficult for some struggling readers). Second, dialogue provides a useful vehicle for alternating control between teacher and students in a systematic and purposeful manner.
Current uses
The reciprocal teaching model has been in use for the past 20 years (Williams, 2011) and has been adopted by a number of school districts and reading intervention programs across the United States and Canada. It has also been used as the model for a number of commercially produced reading programs such as Soar to Success, Connectors, Into Connectors. Unfortunately, according to Williams, most students and teachers in this country have "never even heard of it" (…
Vygotsky connection
In "Thought and Language" Lev Vygotsky limns the profound connection between (oral) language,cognition and learning. Refer to Learning by Teaching for additional evidence. The intensive oral language component in Reciprocal Teaching is Vygotskian.
Reciprocal Teaching is a contemporary application of Vygotsky's theories; it is used to improve students' ability to learn from text. In this method, teacher and students collaborate in learning a…
External links
• NCREL: Research Base Summary
• Palincsar & Brown: Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
• http://www.readingrockets.org/strategies/reciprocal_teaching/
The Reciprocal Teaching Method: 4 Strategies
How to Use Reciprocal Teaching in The Classroom
- To teach these four methods, teachers need to slowly release responsibilityto students using the guided practice method:
Theoretical Link
- This teaching strategy is based on the sociocultural theory of learning. Sociocultural theory highlights the importance of: 1. Discussion and social interaction for helping students progress their thinking. 2. The use of a teacher as a ‘more knowledgeable other’ to guide or ‘scaffold’ learning. 3. The use of group work to have students help educate...
Advantages and Disadvantages of Reciprocal Teaching
- Benefits
1. Comprehension-fostering: The approach is comprehension-fostering, meaning it helps students to develop comprehension skills. By asking students to explicitly use comprehension strategies, students learn the processes required to comprehend written texts. 2. Comprehension-monitori… - Challenges
1. Group work skills:Students need very strong group work skills for this to work. The teacher will need to spend a lot of time teaching students how to behave in groups. 2. Peer learning: Some students may find it very difficult to learn from their peers. Arguments and bitterness can someti…
Final Thoughts
- Reciprocal teaching can be an incredibly effective strategy when it goes well. Students feel empowered when they are given the freedom to ‘play teacher’. It can be a motivational strategy that simultaneously gives the teacher freedom to facilitate learning rather than be bogged down in explicit instruction.
References
- Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8(4): 357-371. Palinscar, A.S. (2013). Reciprocal teaching. In Hattie, J. & Anderson, E.M. (Eds.), International guide to student achievement. (pp. 369-371). London: Taylor and Francis. Palinscar…