Reciprocal Teaching Theoretical Background:

1. Reciprocal TeachingTheoretical Background: Developed by Palincsar and Brown (1984, 1986) To help less able readers handle the demands of exposition Collaborative Approach

2. Reciprocal TeachingTheoretical Background: Cognitive strategies are grounded in information processing models of learning (Anderson, 1995; Bransford et al., 1999). Information is manipulated and the level of processing can be facilitated by the type of cognitive strategy that the st. uses. Not all strategies can be used effectively by all students. According to Slater, Wayne & Horstman (2002), RT is the cognitive strategy best suited to assist middle school and high school readers and writers.

3. Buehl, 2001 • Students are conditioned to approach reading as an active and strategic process and to learn behaviors that will help them become more independent readers, capable of handling increasingly sophisticated material.

4. According to Palinscar, David and Brown (1089, p.2) Reciprocal Teaching: is an instructional procedure originally designed to enhance students’ reading comprehension Characterized as a dialogue between teacher and students Reciprocal: each person acts in response to other(s) Dialogue structured by the use of four strategies

5. When first implemented in the class, RT is teacher directed. Teacher is the leader and explains and models the strategies for others. • As soon as possible, the teacher steps out of the leadership role, and each student in the group takes his or her turn as group leader. • When students assume the leadership, they do some of their best learning

6. Four Strategies • Predicting • Questioning • Clarifying • Summarizing • Final goal to make it part of a broader framework: “previewing, self questioning, making connections…summarizing and evaluating” (Ironside, Roderick (2003)-similar to SQ3R but cooperative approach)

7. Palincsar et al. (1989) described each strategy Predictions student recall what they already know about a topic and hypothesize about what might happen next. They then read to confirm, disprove or revise their hypotheses. Questioning to create and ask questions about the text at many levels. Clarification requires students to identify words or concepts that don’t make sense to them and to seek answers. Summarizing asks readers to identify the most important information or the “gist of a text”.

8. General Ideas • No particular order has been stated, but recommended that they be instructed one at a time with a review of the strategies that came before. • Palincsar et al. (1989) cautioned that, although there is no particular order for strategy instruction, summarizing is difficult and might best be saved for last. • They recommended that students be taught in small, heterogeneous groups. • Effective readers do not always comprehend in a linear manner. They are metacognitively going back and forth checking their understanding (integrating the four strategies). • Most effective when all strategies have been introduced-but time consuming (more beneficial in the long run).

9. Palincsar and Brown (1984) • In small groups, select leader. Read individually, then leader poses questions about the content. • Group members discuss questions, raise more questions, reread to clarify. • The discussion moves on to synthesizes the important idea. More clarification when there are words, sentences, ideas misunderstood or unfamiliar to group. • Finally, leader generates and solicits predictions regarding upcoming content of the text

10. Implementating Predicting Predicting Logical place to begin. Teachers understand predicting reinforces the value of picture and word clues, allows students of varying abilities to participate, provides a reason for reading and promotes equity in discussions (Cleveland et al., 2001) • Prior knowledge/own experience (movie watching-on going process of confirming, revising and understanding) • Predictions from literal to inferential (obvious to less obvious or pictures to words). Need to get more in-depth what is going on or will happen • Create web with student’s understanding of predicting • Essential Questions: What is this going to be about? What might happen next?

11. Specific Strategies for Predicting Mind’s Eye (Silver, Strong &Perini, 2000) • Teacher selects 20-30 key known words from text and writes them on index cards (words must ensure success, help predict setting, tone, plot) • In small groups classify words-justify • Make predictions based on words • Read to confirm

12. Implementing Questioning Help students understand the difference between factual and complex thought questions (lower and higher order) Teachers used familiar terms (fat and skinny, shallow and deep or big and little) Teacher gives ss strips of paper and ask them to think/record one question. Then ss answer them in groups and finally sorted them into two categories. One category: easily to be answer with yes or no, “right there”, in text or questions with a right answer, at times start with W words. The other category: open ended, ask for more complete and thoughtful answers, extend beyond text. Place strips in a continuum- at least three categories: right there, think and search, author and you and on your own. Other teacher most engaging/less engaging- read, then asked ss type one questions and abruptly moved to type two questions.

13. Implementing Clarifying • Strategies used: rereading, translate, use context clues, visualize, activate prior knowledge, reference materials • Model how to seek clarification when needed • First realize student needs clarification: sticky note flags to mark confusing words or concepts-share. Authentic way to handle vocabulary and build confidence

14. Implementing Summarizing • Ability varies. In grades 3 or 4 rely more on bulleted lists, oral summaries and discussions • Create a definition for summary and then compare two teacher-written passages, one a summary and one a retelling (characteristics of each) • Round Robin summary technique, asking cooperative groups to affirm each member’s selection of the key parts of the text that belong in a summary (first read examples of good summaries, then take piece home and create summary, then, in groups share and highlight parts in your summary others are mentioning. The highlighted parts are most likely the key points)

15. Slater & Horstman (2002) Sequence • Questioning: prompted by passage • Clarifying issues from passage and questions • Summarizing after questions and misunderstanding have been addressed • Predicting based on the segment just read, about the following segment

16. Slater & Horstman (2002) Sequence • RT in writing, • After having experienced extensively with using the strategies in reading • Start with the leader reading a short text aloud. Then follow steps, but writing their answers (formulate questions, students write answers…) • Monitoring from teachers is essential as teachers assume less and less responsibility. Never hesitate to provide more modeling and direct explanation.

17. Forms of RT (Roseshine) • 1. RT only (no prompting before hand on the use of strategies. Instruction of strategies took place during the dialogues-original one) • 2.Explicit teaching before RT: worksheets, activities and discussions on strategies