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

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.
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