COOPERATIVE LEARNING Reciprocal Teaching ROMBEL 1. RENA LYSTYA NINGRUM. DINA NOVITA WIJAYANTI. KHARISMA CLEVERIAN. HESNY NENO. DEFINITION OF COOPERATIVE LEARNING. Cooperative learning is a specific kind of collaborative learning.
RENA LYSTYA NINGRUM
DINA NOVITA WIJAYANTI
Cooperative learning is a specific kind of collaborative learning
It promotes the idea that students work together to learn and are responsible for one another’s learning as well as their own (Slavin, 1991)
The students work together in small group on a structured activity
Cooperative groups work face to face and learn to work as team
Learners actively participate
Teachers become learners at times
Diversity is celebrated
Students learn for resolving conflicts
Students draw upon past experience and knowledge
Students are interested in their own learning
The achievement levels were significantly higher when cooperative learning methods were used as compared to individualistic
Nature of interactions since one person acts in response to another
Reciprocal teaching is based on the dialogues and discussions between the learners themselves or the students and the teacher (Blakey and Spence (1990))
Exchanging roles between theteacher and the learners which make the students responsible for their roles in the teaching learningprocess and allows students to support each other continuously.
To help students who face obstacle in reading comprehension.
& BROWN 1984
In getting knowledge learning for understanding and recognizing meaning
Theories of Scaffolding
Zone Proximal Development
Principles of Reciprocal Teaching
The teaching and learning of specific reading comprehension strategies
The dialogue between an instructor and students where the instructor models why, when, and where to use these reading comprehension strategies
The appropriating of the instructor by the students , that is students begin to model the reading comprehension strategies for other students
This strategy gives opportunities for the students to make the use of the main titles and subtitles as well as the questions of the text in predicting the content of the text before reading it.
The leader may ask
“what do you expect the next paragraph to be about?”
the LEADER may ask “what is the main idea in the paragraph?”
The students organize the main idea in order they can understand the relationship between them
“Can I use my own language to retell the story from the text?”
The teacher explains every activity. It is important to emphasize activities that may promote these processes.
The teacher distributes cards containing the tasks in the sub-strategies for the students in their regular setting.
The teacher leads the dialogue and applies the sub-strategies to one of the paragraphs.
The teacher chooses a leader who plays the role of the teacher for every group. Then the leader exchanges his/her role with his/her classmates in the group after every dialogue
It is type of reading to check whether the students understand and comprehend the text or not
Reciprocal teaching parallels the new definition of reading that describes the process of reading as an interactive process in which readers interact with the text as their prior experience is achieved
To improve students’ reading comprehension using four comprehension strategies: predicting, questioning, clarifying and summarizing
To scaffold the four strategies by modeling, guiding and applying the strategies while reading
To guide students to think about their own thinking
To help students monitor their comprehension using the four strategies
To use the social nature of learning to improve and scaffold reading
OF RECIPROCAL TEACHING
Effective in helping students to improve their reading ability
Creates the new technique of reading that describes the process of reading as interactive
Easily understood and mastered by both teachers and students
Reciprocal teaching is a cooperative learning instructional technique which creates natural dialogue models and reveals learners’ thinking processes about a shared learning.