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Reciprocal teaching was first developed by two renowned researchers in educational and cognitive psychology, Ann Brown and Annemarie Palincsar. They describe reciprocal teaching as “a dialogue between teachers and students for the purpose of jointly constructing the meaning of text.”
Reciprocal teaching was first developed by two renowned researchers in educational and cognitive psychology, Ann Brown and Annemarie Palincsar. They describe reciprocal teaching as “a dialogue between teachers and students for the purpose of jointly constructing the meaning of text.”
Source: BBCActive
Thinking Strategies - Acquire and Extract - Reciprocal Teaching.pdfWith reciprocal teaching, even the quietest pupils can become active learners and feel a valued part of their class. Students can also use their new-found skills to overcome future learning challenges too.
With reciprocal teaching, even the quietest pupils can become active learners and feel a valued part of their class. Students can also use their new-found skills to overcome future learning challenges too.
Source: BBCActive
RESEARCH NOTES
RESEARCH NOTES
John Hattie ranked it as number three in the top 49 most effective teaching strategies because of knowledge retention.
- (Carter, 1997; Palincsar & Brown 1984, 1986; Palincsar, Brown & Campione, 1989; Palincsar & Klenk, 1991, 1992): students who have been struggling with reading and are taught how to think about text in this way are able to feel comfortable taking part in discussions and engaging with both fiction and non-fiction grade level texts.
- Palincsar and Brown (1986, as cited in Oczkus 2003) observed that reciprocal teaching used with a group of students for 15-20 days improved reading comprehension on assessments by 30 to 80 percent.
- Palincsar and Klenk (1991) concluded that students improved reading skills immediately and also exhibited that they had maintained these skills on tests performed a year later.
- In one study, teachers saw increases in students' confidence and success, in their understanding and use of strategies, and in their enjoyment of literature. One 7th grade student commented that it: helps me understand the book more, understand meaningful questions, understand other people's opinions. (Hashey, et al, 2003).
Thinking While Reading
Thinking While Reading
Students:
- Are aware of implicit and explicit goals of reading
- Access background knowledge
- Self-regulation – use focusing strategies
- Actively process information – conscientiously connecting new to known
- Monitor comprehension as they read and access diverse reading strategies to make sense of the text
- Infer meaning
Benefits to Students
Benefits to Students
- Leadership
- Teamwork - Collaborative Skills – Negotiation - Listening
- Increased Comprehension
- Increased Confidence
- Expanded Strategies
- Exposed to Different Ways of Thinking
- Active role in a small group (low risk)
Predicting
Predicting
- Look at titles, headings, images and text features
- Visualize the concept – When I read this, I imagine that… In my mind I see…
- I predict this is going to be about… Based on _____, I predict…
- I already know these things about the topic/story…
- Where are the clues leading you…
- Here’s what I think is going to happen next…
- I think I will learn about… because…
- Were my predictions correct?
Asking Questions
Asking Questions
- Personal questions:
A question I have is ... A question I'd like answered by the author is ...
- Teacher-like questions:
Who is ___? • What is/does ___? • When/where is ___? • Why is ___ significant?
Why does ___ happen? • What are the parts of ___? • How is ___ an example of ___?
How do ___ and ___ compare? • How are ___ and ___ different?
What is most important ___? • What is your opinion of ___?
- Connection questions:
Here’s what I was thinking about as I was reading… Something similar happened to me…
I wonder…
- A great place to link QAR (Question-Answer Response) Strategy. For more information, click here.
- Right-There Questions
- Think, Search, and Find
- Author and Me
- On My Own
Clarifying
Clarifying
- I don’t understand…
- I got lost at this point… I am confused about…
- I am unclear about this word/phrase
- Why did that happen?
- I think the character did/says that because…
- Here’s what I’m thinking this means…
- Here’s what I did to figure it out…
Summarizing
Summarizing
- Find the topic sentence
- Look for who, what, when, where, why and how
- This text is mostly about…
- The most important ideas or events are…
- The author is trying to tell me…
- This story begins with ____, then ______, finally _______.
Within the Curriculum
Within the Curriculum
- MATH - Working with Word Problems: change the headers so students Clarify, Question, Summarize and Plan. (van Garderen, 2004).
- SCIENCE - A high school Chemistry teacher modified and create his own adapted Role Cards. Click the pdf to see the set of four cards.
- ELA - Use with Literature Circles (fiction or non-fiction texts).
- SOCIAL STUDIES - In a modified version, students choose a topic or question that could prompt a quality discussion. For example, if the unit of study is Child Labour as it relates to the Industrial Revolution, students could explore steam power, cotton gin, Luddites, capitalism, and railroads. Students would sign up for a day to lead a discussion on their topic. In preparation, students would research the topic, create a summary to share and formulate questions they could pose to the class. This could also be done with partners or in small groups. (Idea shared by Releah Cossett Lent in her book, This Is Disciplinary Literacy, 2016, p. 173-175)
Acquire and Extract - reciprocal teaching sci-role-cards.pdfAssessment
Assessment
Reciprocal-Teaching-Self-Evaluation.pdfReciprocal-Teaching-Assessment-Form.pdfTemplates
Templates
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