Reciprocal teaching.pptx

It is about language teaching particularly reading.

1. Bahir Dar University Faculity of Humanities Department of English Language and Literature Post –Graduate program Reciprocal Teaching for language skills Compiled by: Aman Matebie February,2022 Bahirdar university,Ethiopia

2. Questions should be addressed in this presentation? What Is reciprocal teaching? What are the strategies and implementation steps? Why RT is an important instructional practice? What are the foundation of RT? What do research works say about it? Criticisms of RT?

3. Brainstorming Question How am I currently teaching my students to predict, learn words, questions and summarize to become independent thinkers and readers?

4. 1. What is Reciprocal teaching?

5. Foundations of RT To internalize Fab Four a strong gradual release model(Reggie Routman ) is essential. “I do. We do. You do . ” To build gradual release with reciprocal teaching, the following institutional foundations are incorporated (Hattie, 2008). scaffolding, think-alouds , metacognition cooperative learning .

6. scaffolding During reciprocal teaching, instruction is clearly scaffolded, or supported. The fab four, experience some “ seat holding ” as they try out reciprocal teaching in a supported environment, and finally work independently. Think- alouds make comprehension visible. Reciprocal teaching was designed as a discussion technique in which think-alouds play an integral part . are a research-based method of improving comprehension (Baumann, Jones, & Seifert- Kessell , 1993; Wilhelm,2001 ). show students what a good reader is thinking while reading

7. Metacognitive Metacognition is the awareness of one’s own thinking processes (Brown, 1980). students talk about their thinking and how they use (Four fab ) begin the lesson with an objective ( E.g minilesson on predicting ) and end with a student-led review of how the strategy helped them.

8. Cooperative learning T he key element is discussion in RT. When students engage in purposeful talk with one another, they expand their thinking about a text (Fisher & Frey, 2008) The cooperative atmosphere of the combination of whole-class and small-group exercises encourages every student to respond to and think about the lesson .

9. cooprative

10. Strategies and implementation steps of RT

11. Deos order matter? ……..No

12. Conti…. The components of RT are interchangeable in order of their use by readers. Prediction strategies are mainly used when pre-reading and previewing a reading assignment. Clarifying, Questioning and Summarizing Strategies are used in discussion before, during or after the reading assignment.

13. How do teachers implement the RT strategies? There are four phases when implementing the RT strategies in your classroom: Initial Introduction Modeling Guided Practice Independent Phase

14. Initial introduction This first phase of implementation uses the teacher to lead the class in the discussion. The teacher delivers instruction of the four RT strategies, the class is teacher-centered instruction.

15. Modelling In this stage , the teacher models the RT strategies of predicting, clarifying, questioning, and summarizing. The teacher spends time demonstrating the RT strategies with text readings to the students.

16. Guided practice Here, the teacher conducts classroom discussion of the text readings by: Clarifying unclear passages of the text. Providing support to student-led discussion and questioning. Adjusting the length of text assignments. Monitoring the discussion to insure key concepts are included and summarized

17. Independent phase Students dialogue with minimal teacher assistance. Teacher provides feedback in the role of a facilitator of classroom discussion Teacher provides feedback on student discussion questions. Teacher monitors student summaries of the reading assignment. ..\..\Downloads\RTelem.doc

18. What do research works say about RT? T he way reciprocal teaching was taught was an important part of the learning process ( Aarnoutse , Van Den Bos & Brand – Gruwel , 1998; King & Johnson, 1999 ). Reciprocal teaching was used as whole class instruction rather than small group instruction ( Alfassi , 1998; DeCorte , Verschaffel & Van De Ven , 2001;Lederer, 2000. (Hattie,2008) looked at over 800 studies and 138 different practices and their effect sizes RT was proven teaching strategy that has a strong effect on student achievement.

19. Local studies Birhanu (2020) conducted a study on “ the effect of RT strategies on EFL students reading comprehension and the challenges the EFL teachers face at Bahir dar City”. the reading comprehension of the students was improved after the RT intervention . Michit,Yifter and Mesafint (2019) conducted a study on the effect of RT procedure on EFL students reading comprehension achievement . The study showed that there was statistically difference between the groups, favoring the treatment group . E xperimental group showed positive attitude towards RT procedures.

20. Why RT is an Important instruction? Promotes sts reading comprehension Sts learn leadership, team work, negotiation, listening and collaboration skills. Facilitates a group effort b/n teachers and sts . Sts construct the meaning of the text themselves It is effective in the context of small group Shows faith and confidence in the students’ abilities

21. Criticisms of RT T ime frame RT occur for a longer period of time, perhaps an entire school (Meister & Chapman, 1996). not enough time for students to transfer strategies learned in reading and listening settings (Brand- Gruwel , Aartnouse & Van Den Bos , 1998 ). In some cases teachers spent too much time talking and not enough time managing transfer roles.

22. Cont’d Disabled students It is assumed that all learning disabled students demonstrated the same strengths or weaknesses in specific skills or strategies ( Lederer , 2000). not all students internalize strategies as well (Slater & Horstman , 2002; VanGarderen , 2004). no evidence that students monitored their comprehension during RT.

23. ------