reciprocal teaching

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e


Reciprocal Teaching


Reciprocal Teaching

Overview and Purpose of EP

Effective Teaching/ Learning Practices (EP)

Spaced versus Massed

Feedback

Assessment Capable Learners

Reciprocal Teaching


How am I currently teaching my students to predict,

learn words, question, and summarize to become

independent thinkers and readers?


Expectations During the training, participants will be exposed to the concept of reciprocal teaching and how it can be used in their classroom to increase comprehension.


Learning Objectives

In this training, the participants will:Use reciprocal teaching terminology

and strategies (predicting, clarifying, question generating, summarizing) to discuss text.

Explore how the implementation of reciprocal teaching improves learning for all students.


Questions We Will Address During This Session

Why reciprocal teaching is an important instructional practice?

What are the core components and implementation steps?

How does this look and feel when I use this practice in my classroom?

What resources are available to support me?How do I assess reciprocal teaching?What are my next steps?


Essential Question

How does reciprocal teaching improve

students’ comprehension?


NormsEngagement

Respect

Choice and Responsibility


Pre-Assessment1. Reciprocal teaching is an important instructional practice, known to improve?

a) Vocabulary b) Reading Comprehension c) Reading Fluency d) Phonemic Awareness

2. Which is NOT a component of Reciprocal Teaching? a) Summarizing b) Questioning c) Condensing d) Clarifying e) Predicting

3. True or False

Reciprocal teaching involves only teacher led dialogue as student reads a passage.

4. Which is not one of the four foundations used in reciprocal teaching? a) Think-Alouds b) Cooperative learning c) Scaffolding d) Jig-sawing

5. True or False

The four components of reciprocal teaching occur before, during, and after reading the text.


What is reciprocal teaching?

Reciprocal teaching is

_______________________________________and is defined as

students____________________________________________;

they take turns __________________________.


DefinitionReciprocal teaching is an effective teaching/ learning practice and is defined as students summarizing, questioning, clarifying, and predicting; they take turns being the teacher.


Reciprocal Teaching Benefits“Reciprocal teaching (RT) is an instructional procedure developed by Palincsar and Brown (1984) to improve students’ text comprehension skills through scaffolded instruction of four comprehension-fostering and comprehension-monitoring strategies (Palincsar & Brown, 1984; Palincsar, David, & Brown, 1989; Rosenshine & Meister, 1994), that is, (a) generating one’s own questions, (b) summarizing parts of the text, (c) clarifying word meanings and confusing text passages, and (d) predicting what might come next in the text. These four strategies are involved in RT in ongoing dialogues between a dialogue leader and the remaining students of the learning group.”

Spörer, N., Brunstein, J. C., & Kieschke, U. (2009)


Reciprocal Teaching2 meta-analyses, 38 studies, Rank 9th

(Self-Reported Grades)(.74 effect size)

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eReciprocal Teaching and

Missouri Educator Evaluation Standards

Reciprocal Teaching aligns with the following Missouri Educator Evaluation Standards: http://dese.mo.gov/eq//documents/TeacherStandards.pdf

Standard 1, Quality Indicator 1Standard 1, Quality Indicator 4Standard 4, Quality Indicator 3Standard 6, Quality Indicator 3Standard 6, Quality Indicator 4Standard 7, Quality Indicator 3

http://dese.mo.gov/eq/documents/TeacherStandards.pdf

http://dese.mo.gov/eq/documents/TeacherStandards.pdf


Missouri Educator Evaluation Standards

Standard 1: Content knowledge aligned with appropriate instruction.

1.1: Content knowledge and academic language1.4: Interdisciplinary instruction

Standard 4: Teaching for Critical Thinking4.3: Cooperative, small group and independent learning

Standard 6: Effective Communication 6.3: Learner expression in speaking, writing and other media6.4: Technology and media communication tools

Standard 7: Student Assessment and Data Analysis 7.3 Student-led assessment strategies


Common Core Reading Anchor Standards

Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Reciprocal Teaching and Common Core Speaking and Listening Anchor

StandardsStandard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.


Definition

Reciprocal teaching is an effective teaching/ learning practice and is defined as students summarizing, questioning, clarifying, and predicting; they take turns being the teacher.


Jigsaw


Jigsaw Protocol Number off 1-4 to form groups. (If you don’t use 4

articles, have a group for each article read.) Reorganize people putting all the 1’s together, 2’s together, etc.

Assign each group a particular article to read. Individually they read and highlight key points.

Within their expert group they discuss the important points from their reading and plan ways to share/teach .

Next, regroup back into your base teams that contain a 1, 2, 3, 4 reader. Each person shares the key points from the article they read.

As a team, chart similarities of the articles on why reciprocal teaching is an effective teaching and learning practice. Post charts.


Why use reciprocal teaching?

What are you currently doing with reciprocal teaching in your classroom?

Questions about the reading

Steps for Implementation


Video Cliphttp://www.youtube.com/watch?v=8oXskcnb4RA

http://www.youtube.com/watch?v=8oXskcnb4RA

http://www.youtube.com/watch?v=8oXskcnb4RA


What I Saw What I Do What I Could Do

Predicting

Clarifying

Questioning

Summarizing

Reciprocal Teaching


Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential component: Commitment to the success of all students and to improving the quality of instruction.

Reciprocal Teaching

Essential Function Exemplary proficiency Ideal Implementation

Proficient

Close to Proficient (Skill is emerging, but

not yet to ideal proficiency. Coaching

is recommended.)

Far from Proficient (Follow-up

professional development and

coaching is critical.)

1

Teacher models, practices, and scaffolds the usage of the four components of reciprocal teaching.

Evidence of the modeling and/or use of all four components: predicting clarifying questioning summarizing

3 of the 4 criteria are met.


1 or less criteria are met.

2

Before reading the teacher activates students’ prior knowledge to anticipate learning.

All criteria are met. Activates students’ prior knowledge (i.e., asks what students

know or what the text reminds them of). Reviews all four strategies. Has students PREDICT what the reading will be about. Sets a purpose during reading (i.e., looking for words to

CLARIFY or QUESTIONS to ask).




3

During reading the teacher engages students in clarifying, questioning, predicting, and summarizing the reading material.

All criteria are met. Coaches individual students in any of the four strategies. Has students do the following as they read:

--CLARIFY words or ideas --Ask QUESTIONS about portions of the text --PREDICT what the next portion of the text is about --SUMMARIZE small portions or chunks of the text.




4

After reading the teacher engages students in learning reflections.

All criteria are met. Guides students as they Return to PREDICTIONS and discuss them. CLARIFY words or ideas. Ask one another QUESTIONS. SUMMARIZE what was read. Reflect on strategy use and ask which strategies helped the

most today.





Reciprocal Teaching Benefits“Reciprocal teaching (RT) is an instructional procedure developed by Palincsar and Brown (1984) to improve students’ text comprehension skills through scaffolded instruction of four comprehension-fostering and comprehension-monitoring strategies (Palincsar & Brown, 1984; Palincsar, David, & Brown, 1989; Rosenshine & Meister, 1994), that is, (a) generating one’s own questions, (b) summarizing parts of the text, (c) clarifying word meanings and confusing text passages, and (d) predicting what might come next in the text. These four strategies are involved in RT in ongoing dialogues between a dialogue leader and the remaining students of the learning group.”

Spörer, N., Brunstein, J. C., & Kieschke, U. (2009)


Reciprocal Teaching2 meta-analyses, 38 studies, Rank 9th

(Self-Reported Grades)(.74 effect size)


Time to Model and Practice


ApplicationPartner/Small Group Discussion

How might reciprocal teaching look and feel when I use this practice in my classroom?

After watching the video segments and practicing the reciprocal teaching, what potential challenges might you face when implementing it in your classroom? What possible solutions do you see for these challenges?


Why use reciprocal teaching?

What are you currently doing with reciprocal teaching in your classroom?

Questions about the reading

Steps for Implementation


Brainstorm and Collaborate

What types of data might you use in your classroom to determine if reciprocal

teaching is effective?


Various Tools and Resources


Leader: Read the next topic sentence or sub-heading and, based on that, predict what you think the next paragraph will be about. Group Members: “My prediction is that the rest of the paragraph will be about …” “Based on the topic sentence, I think the paragraph will be about … “

Leader: “ What aspects of this paragraph do you need to clarify?” (make clear) Group Members: “I’d like to know what the word …….... means?” “Where is ……………………..located?” “How is this word pronounced?”

Leader: “In order to check if someone has fully understood this passage, what questions could you ask them?” Group Members: What…? Why…? When…? Which...? Where...? Who…? How...? (Then the whole group answer the questions)

Leader: “(name) would you please say / write a sentence or two to summarize this passage.” “ State the main points of this paragraph please (name)” “What are the most important facts / pieces of information in this paragraph (name)?””

What? Why? When? Which?

Where? Who? How?


Tic-Tac-Toe


TAKE ACTION!

1. Decide how you will model the four strategies from reciprocal teaching to your students.

2. Gather props and materials for the modeling session and student practice session.

3. Explain to students why you are modeling these strategies, and activate prior knowledge about the topic to be studied.


4. After modeling, break students into groups of four and assign each a strategy role.

5. Monitor and guide students as they try out the strategies, changing jobs after each page.

6. After the reading is completed, bring the class together to discuss which of the strategies helped them the most.

7. Reflect on the experience and consider what instructional improvements you can make. Decide how you will implement your next hands-on reciprocal teaching session.


Assessment Options for Reciprocal

Teaching


The Four-Door Chart Assessment Tool

Directions for Making a Four-Door Chart1. Place an 8.5-inch × 11-inch sheet of white paperhorizontally on a flat surface.

2. Fold both sides of the paper toward the middleto form two doors.

3. Using scissors, cut the doors in half horizontally,making four doors.

fold fold

cut cut

Reciprocal Teaching Strategies at Work: Improving Reading Comprehension, Grades 2-6: Video Viewing Guide and Lesson Materials by Lori D. Oczkus, 2006 International Reading Association, p. 16.


4. Have students write the words predict, question, clarify, and summarize on the outside of the doors.

5. Have students write their name on the back of their Four-Door Charts.

6. Students use the chart to record their written responses under each door.

Reciprocal Teaching Strategies at Work: Improving Reading Comprehension, Grades 2-6: Video Viewing Guide and Lesson Materials by Lori D. Oczkus, 2006 International Reading Association, p. 17.

predict question

clarify summarize


Reciprocal Teaching Implementation Rubric

Use the reciprocal teaching implementation rubric to outline implementation steps in your personal teaching contexts and as a follow-up when coaching teachers.


Data: Implementation Fidelity & Student Engagement

When using reciprocal teaching, I observe my students engaging in the following ways.

All students in my classroom

More than half of the students in my

classroom

Less than half of the students in my

classroomWhen predicting, students…Use the language of prediction such as*I predict...*I think...*I'l l bet…Use clues from the text to help form predictions and evidence from the text and/or i l lustrations to support predictions.*I predict ______________ because______________.Use prior knowledge about the topic or from experience to help make logical predictions.*I predict ______________ because ______________.

Extent to which all students engage in reciprocal teaching (check appropriate box)

Instructions: This data worksheet is designed for monitoring your students' engagement in reciprocal teaching. Early in implementation, collect this data frequently to record how your students are becoming fluent in reciprocal teaching. It is recommended that you record this student data on the same days you record your implementation fidelity data. You can then compare your fidelity data to this student data.

Student Engagement DataReciprocal Teaching

Date:Yes Partially No If partially or no, explain.

1 Incorporates reciprocal teaching into lesson plans.

2Models predicting, clarifying, questioning, and summarizing for students unfamiliar with the process.

3Provides examples of predicting, clarifying, questioning, and summarizing for students unfamiliar with the process.

4Prompts predicting, clarifying, questioning, and summarizing for students unfamiliar with the process.

5Collects data on class engagement in predicting, clarifying, questioning, and summarizing.

Total

Instructions: This checklist is designed for frequent checking on the fidelity of implementing reciprocal teaching. Fidelity should be monitored “early and often” (Harn, Parisi, & Stoolmiller, 2013) especially early in implementation. It is recommended that educators self-monitor their fidelity daily during early implementation. A on-site coach may also observe and use this form to record fidelity. Completed checklists can be discussed during coaching conversations. If the number of 'Yes' items is repeatedly fewer than four(4), then coaching may be beneficial.

Reciprocal TeachingImplementation Fidelity Checklist

Teacher (I)…

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eReciprocal Teaching - Post-

Assessment1. Reciprocal teaching is an important instructional practice, known to improve? a) Vocabulary b) Reading Comprehension c) Reading Fluency d) Phonemic Awareness

2. Which is NOT a component of Reciprocal Teaching? a) Summarizing b) Questioning c) Condensing d) Clarifying e) Predicting

3. True or False

Reciprocal teaching involves only teacher led dialogue as student reads a passage.

4. Which is not one of the four foundations used in reciprocal teaching? a) Think-Alouds b) Cooperative learning c) Scaffolding d) Jig-sawing

5. True or False

The four components of reciprocal teaching occur before, during, and after reading the text.


Next Steps: Action=ResultsNext Steps: Actions = Results

Content Focus

Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________

Action Planned

What? Responsible

Person(s) Who?

Timeline When?

Resources/Support Needed Results So What?

What steps will you take to start implementing?


References for Reciprocal Teaching

Books

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock, 2001 (Alexandria, VA: ASCD)

Differentiating Instruction in a Whole-Group Setting by Betty Hollas, 2007. (Petersborough, NH: SDE/Crystal Springs Books)

Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension by Lori D. Oczkus, 2003. (International Reading Association)

Teaching Reading in the Content Areas: If Not Me, Then Who? By Vicki Urquhart and Dana Frazee, 2012. (Alexandria, VA: ASCD)

Texts and Lessons for Content-Area Reading by Harvey Daniels and Nancy Steineke, 2011. (Portsmouth, NH: Heinemann)

Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie, 2012. (New York, NY: Routledge)


Articles

Stricklin, Kelley (2011) Hands-on Reciprocal Teaching: A Comprehension Technique. The Reading Teacher, 64(8),620-625.

Pilonieta, Paola and Medina, Adriana (2009) Reciprocal Teaching for the Primary Grades: “We Can Do It, Too!” The Reading Teacher, 63(2), 120-129.

Websites

www.readingquest.org/strat/rt.html (Strategies-Reciprocal Teaching) www.timeforkids.com (articles for kids to read) www.YouTube.com (Summarization 6 Reciprocal Teaching Part 1)


Questions You Have

reciprocal teaching

Documents

reciprocal teaching

sessionwhy reciprocal

concept of reciprocal

students comprehension

remaining students

us department of education

learning group

confusing text passages