Click here to load reader
Upload
trankhanh
View
214
Download
1
Embed Size (px)
Citation preview
Intel® Teach Program Designing Effective Projects
Designing Effective Projects: Cooperative Learning Reciprocal Teaching
Reciprocal Teaching Strategy Reciprocal teaching (Palincsar, 1984) is a cooperative grouping strategy that calls on students to become “the teacher” and work as a group to bring meaning to text. Teachers and students engage in dialogue regarding segments of text. The dialogue is structured by using four strategies:
Summarizing Question generating Clarifying Predicting
It is important that each of the above strategies has been taught and practiced before reciprocal teaching takes place. The stages of reciprocal teaching are easy to set up. Stages of Reciprocal Teaching Set-Up The teacher hands out a passage of text to each student in the group. Each student reads the passage and writes summarizing, clarifying, or predicting questions related to what they’ve read. The “teacher” of the group, asks one of the questions. The “teacher” is the lead group member who starts off the questioning. One group member responds, using the text to support their answer. The student, who answers the question, then asks a question and the process repeats.
Copyright © 2007, Intel Corporation. All rights reserved.
Intel® Teach Program Designing Effective Projects
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation. Page 2 of 2 Copyright © 2007, Intel Corporation. All rights reserved. Intel and the Intel logo are trademarks or
Stages of Reciprocal Teaching
Teacher Modeling
Teacher models and explains the four strategies: summarizing,
question generating,
clarifying, and predicting.
Student Practice Students practice the four strategies and
receive feedback from the teacher.
Teacher-Student Groups
Teacher leads discussion with students in small groups. Students take turns leading and practicing the strategies while getting teacher feedback.
Student Groups
Students take turns leading the discussion by using the four strategies in small groups. The teacher observes progress and offers feedback.
Adapted from: http://condor.admin.ccny.cuny.edu/~yq6048/*
References Palincsar, A.S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175
registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.