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Reciprocal Teaching

Reciprocal Teaching. N. Vines RE 4030. Important Concepts. Graphic organizers Basal series Gradual release of responsibility Zone of proximal development Constructivism. Strategies, strategies and more strategies.

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Reciprocal Teaching

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  1. Reciprocal Teaching N. Vines RE 4030

  2. Important Concepts • Graphic organizers • Basal series • Gradual release of responsibility • Zone of proximal development • Constructivism

  3. Strategies, strategies and more strategies • So the goal is to help our students develop a full ‘toolbox.’ But, they can’t just learn about the tools, they have to learn how to use them, when they need to use them and which tools are most appropriate at a given time dependent on text structure, purpose and the level of difficulty.

  4. Comprehension Under Construction • Roles of participants: • Foreman: Teacher, in charge of background knowledge and introducing roles • Architect: Draws up blueprints of the building through prediction • Job-inspector: “Get-it goggles” help the inspector clarify by attending to words and ideas • Electrician: Questions to keep the group “wired” • Bricklayer: cements understanding by summarizing and connecting main ideas

  5. Reciprocal Teaching (RT) • Introduction of the Four Comprehension Strategies ↓ • Teacher-Led Stage ↓ • Collaborative Stage ↓ • Reciprocal Stage ↓ • Metacognition Stage

  6. Stages • Teacher-Led Stage: During this stage the teacher models the strategies • Collaborative Stage: Guided practice. • Reciprocal Stage: Independent within groups. Roles are rotated on a lesson-to-lesson basis with attention to which strategies were implemented during reading group and/or self-selected reading. • Metacognition: Moving toward independent use of strategies and attention paid to which strategies were most effective.

  7. Practical Application • Each group will be assigned a role: • Architect (Predict) • Job-inspector (Clarify) • Electrician (Question) • Bricklayer (Summarize) • As I read ch. 3 of Blue aloud, make notes of predictions, vocabulary or ideas which may need clarification, questions you may have that would spark discussion, and main ideas to help you summarize the chapter. • Share with the group and feedback.

  8. Practical Application • Choose a role in your small group (there can be multiple role players) • As you read pages 27-56 in your small groups, play your part to construct meaning. Make notes as you work together and evaluate which strategies you think are most effective for comprehending Blue.

  9. To Do… • Read: Blue pages 57-131 Fisher, Fry & Lapp article Ch. 4 Notebook Know-How • Activities: Word cloud for a selected passage in Blue Write a letter to FDR Writing from Literature (Notebook Know-How)

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