cooperative learning reciprocal teaching rombel 1
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
RENA LYSTYA NINGRUMRENA LYSTYA NINGRUM
DINA NOVITA WIJAYANTIDINA NOVITA WIJAYANTI
KHARISMA CLEVERIANKHARISMA CLEVERIAN
HESNY NENOHESNY NENO
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)
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
The students work together in small group on a structured
activity
Cooperative groups work face to face and learn to work as team
Cooperative groups work face to face and learn to work as team
Learners actively participateLearners actively participate
Teachers become learners at timesTeachers become learners at times
Diversity is celebratedDiversity is celebrated
Students learn for resolving conflictsStudents learn for resolving conflicts
Students draw upon past experience and knowledgeStudents draw upon past experience and knowledge
Students are interested in their own learningStudents are interested in their own learning
Cooperative learning emphasizes in students’ role than teachers’
The achievement levels were significantly higher when cooperative learning methods were used as compared to individualistic
The achievement levels were significantly higher when cooperative learning methods were used as compared to individualistic
Cooperative learning Cooperative learning Individual learningIndividual learning
VS
DEFINITION OF RECIPROCAL TEACHING
DEFINITION OF RECIPROCAL TEACHING
MEANSNature of interactions since one person acts
in response to another
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 the teacher and the learners which make the students responsible for their roles in the teaching learning process and allows students to support each other continuously.
Exchanging roles between the teacher and the learners which make the students responsible for their roles in the teaching learning process and allows students to support each other continuously.
HISTORICALLY PALINSCAR
& BROWN 1984
To help students who face obstacle
in reading comprehension
.
THEORETICALLYTHEORETICALLY CONSTRUCTIVISMCONSTRUCTIVISM
In getting knowledge learning for
understanding and recognizing meaning
In getting knowledge learning for
understanding and recognizing meaning
Cognitive Appretisceship
Cognitive Appretisceship
Theories of ScaffoldingTheories of Scaffolding
Zone Proximal DevelopmentZone Proximal Development
Propleptic Teaching
Propleptic Teaching
Principles of Reciprocal Teaching
Principles of Reciprocal Teaching
Think Aloud
Cooperative learning
scaffolding
metacognition
The teaching and learning of specific reading comprehension strategiesThe 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 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
The appropriating of the instructor by the students , that is students begin to model the reading comprehension strategies for other
students
The Strategies of Reciprocal Teaching
Predicting
Predicting
Questioning
Questioning
Clarifying
Clarifying
Summarizing
Summarizing
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.
EXAMPLE:
The leader may ask “what do you expect the next
paragraph to be about?”
to help his/her learners find the most important information in the text .
to direct and answer questions about the text and find the most important information in the text.
Give questions which reflect high thinking abilities.
to help his/her learners find the most important information in the text .
to direct and answer questions about the text and find the most important information in the text.
Give questions which reflect high thinking abilities.
Clarifying
It supports students in monitoring their own comprehension. It gets them to think about what is confusing to them as they read.
It supports students in monitoring their own comprehension. It gets them to think about what is confusing to them as they read.
Example
Summarizing
The students organize the main idea in order they can understand
the relationship between them
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 leads the dialogue and applies the sub-strategies to one of the paragraphs.
The teacher leads the dialogue and applies the sub-strategies to one of the paragraphs.
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 distributes cards containing the tasks in the sub-strategies for the students in their regular setting.
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
The teacher distributes copies of the text for every student in the all groups.
The teacher gives enough time for silent reading according to the length and complexity of the text.
The leader of each group coordinates the task selection in his/her group and each member outlines his/her task to their group and answers their questions.
After ending the dialogues, the teacher distributes questions about the content of the text to assess the students’ comprehension.
CONTINUED
It is type of reading to check whether the
students understand and comprehend the
text or not
THE GOALS OF RECIPROCAL TEACHING
To improve students’ reading comprehension using four comprehension strategies: predicting, questioning, clarifying and
summarizing
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 use the social nature of learning to improve and scaffold reading
Effective in helping students to improve their reading ability
Easily understood and mastered by both teachers and
students
Creates the new technique of reading
that describes the process of reading as
interactive
ADVANTAGES OF RECIPROCAL
TEACHING
CONCLUSION
Reciprocal teaching is a cooperative learning instructional technique which creates natural dialogue models and reveals learners’ thinking processes about a shared learning.
REFERENCES• Abrahams, F., & Abrahams, D. (2010) . The Impact of Reciprocal Teaching
on the Development of Musical Understanding in High School Student Members of Performing Ensembles: An Action Research. Research in Music Education, 15(1) ,1-33. Retrieved November 8, 2012, from www-usr.rider.edu/~vrme/v15n1/visions/Impact of Reciprocal Teaching on Musical Understanding. Abrahams and Abrahams.pdf.
• Ahmadi, M. R. (2012) . Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory and Practice in Language Studies, 2(10) , 2053-2060. Retrieved November 18, 2012, from http://ojs.academypublisher.com/index.php/tpls/article/view/tpls021020532060/5538.
• Ockuz. L. D. (2005) . Reciprocal Teaching Strategies at Work: Improving Reading Comprehension, Grades 2–6: Videotape Viewing Guide and Lesson Materials. New York : International Reading Association.
• Tsong, C. (2007) . Learning Reading Strategies Together Through Reciprocal Teaching. Otawa: Wa Ying College.
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