implementing reciprocal teaching in the classroom overcoming.pptVIP

Implementing Reciprocal Teaching in the Classroom: Overcoming Obstacles and Making Modifications Presented By: Jason Yano Laura Robles Rocio Codesal 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 To investigate and improve the effectiveness of teachers’ implementation and practice of Reciprocal Teaching (RT). 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.) 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 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. Conclusi