Implementing reciprocal teaching in the classroom overcoming obstacles and making modifications
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Implementing Reciprocal Teaching in the Classroom: Overcoming Obstacles and Making Modifications. By: Douglas J. Hacker and Arnette Tenent. Presented By: Jason Yano Laura Robles Rocio Codesal. Definition of Terms.

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Implementing Reciprocal Teaching in the Classroom: Overcoming Obstacles and Making Modifications

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Implementing reciprocal teaching in the classroom overcoming obstacles and making modifications

Implementing Reciprocal Teaching in the Classroom: Overcoming Obstacles and Making Modifications

By: Douglas J. Hacker and Arnette Tenent

Presented By: Jason Yano

Laura Robles

Rocio Codesal


Definition of terms

Definition of Terms

  • Reciprocal Teaching: instructional procedure in which small groups of students learn to improve their reading comprehension through predicting, clarifying, questioning, and summarizing.

  • High-quality dialogue: student interactions which are not constrained and go deeper than a superficial level.

  • Methodological triangulation: the application and combination of several research methodologies in the study of the same phenomenon.


Purpose

Purpose

  • To investigate and improve the effectiveness of teachers’ implementation and practice of Reciprocal Teaching (RT).


Methodology

Methodology

  • Qualitative study of 17 classrooms in two urban elementary schools (K-6) over three years.

  • Data collection included classroom observations, surveys, and students’ scores on the District’s Comprehensive Test of Basic Skills.

  • Data was analyzed at the end of each year and modifications were applied to Traditional RT for the following year.


Methodology cont

Methodology (cont.)

  • D.J.H. instructed teachers how to use RT.

  • Teachers modeled RT in their classrooms.

  • D.J.H monitored the classroom practice of RT.

  • Teachers consulted with D.J.H concerning their practice.

  • Obstacles encountered in strategy, scaffolding, and dialogue were recorded and modifications made for the following year.


Findings

Findings

  • Traditional RT was not effective in all classrooms.

  • Majority of teachers found that adding at least a small whole-class component to RT was beneficial to students as well as a writing component.

  • Between-grade ability grouping was found to be more productive.

  • Of the four strategies questioning played the most dominant role.

  • Students had trouble reaching high-level dialogue which hindered their understanding of texts in deeper levels.

  • Scaffolding was not reduced as RT method suggests due to lack of high-level dialogue.


Conclusion

Conclusion

  • In order for Reciprocal Teaching to be effective teachers must modify it to fit the needs of their classroom.


Reflections

Reflections

  • Rocio: I would want to know if RT would be as effective in a more ethnically diverse school or in high school.

  • Jason: I feel that this study had a few key flaws that could have been remedied considering its 3-year period.

  • Laura: I feel that the findings were very informative and functional for teachers.


Questions

Questions

?


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