Reciprocal doctrine is an instructional activity that takes the form of dialogue between teachers and students regarding text segments for the purpose of constructing text meaning. Reciprocal teaching is a reading technique that is considered to improve students' reading comprehension. The reciprocal approach gives students four special reading strategies that are actively and consciously used to support understanding: Questioning, Clarifying, Summarizing, and Predicting. Palincsar (1986) believes the purpose of reciprocal teaching is to facilitate group efforts between teachers and students as well as among students in the task of bringing meaning to the text.
Reciprocal teaching is best represented as a dialogue between teachers and students in which the participants take turns assuming the role of the teacher. -Annemarie Sullivan Palincsar
Mutual teaching is most effective in the context of small group collaborative investigations, managed by teachers or counselors.
Video Reciprocal teaching
Conceptual foundations
The concept of reciprocal teaching was first developed by Palincsar and Brown in 1986. As mentioned earlier, reciprocal teaching was developed as a technique to help teachers bridge the gap for students demonstrating a mismatch between decoding skills and comprehension skills (Palincsar, Ransom, & amp; Derber, 1989). That is, this process aims to help students who have grade-level skills in voice-letter correspondence (words "sound out" and "chunking"), but can not construct the meaning of the texts they decoded. Reciprocal teaching uses prediction strategies, where students predict before reading, and then use these predictions during reading to check if they are correct (Stricklin, 2011).
The reciprocal teaching consists of four components: predicting, clarifying, questioning, and understanding. In 2005, Oczkus invented the phrase "fab four" to describe the processes involved with reciprocal teaching (Stricklin, 2011). Students then proceed to clarify things they do not understand by asking questions to instructors, or asking teachers to ask questions during reading, to clarify difficult parts of the text or to indicate areas where students should pay special attention. Once the text is read, questions are asked to students or groups of students to improve retention and check how much is learned. Finally, understanding is achieved by engaging students in a summary of one of the pages or the entire text selection of what they just read (Stricklin, 2011). Teachers support students by repeating or detailing their answers, statements, and questions.
Maps Reciprocal teaching
Role of reading strategy
Reciprocal teaching is the incorporation of reading strategies that readers use to be effective. As Pilonieta and Medina declare in their article "Reciprocal Teaching for the First Class: We Can Do It, Also!", Previous research by Kincade and Beach (1996) shows that capable readers use specific comprehension strategies in their reading assignments , while poor readers do not (Pilonieta & Medina, 2009). A capable reader has decoding skills and a well-practiced understanding that allows them to continue through text automatically until it triggers an event that reminds them of a failure of understanding (Palincsar & Brown, 1984).
These triggers can be anything from unacceptable accumulations of unacceptable concepts to expectations that have not been met by the text. Whatever the trigger, readers are adept at reacting to understanding disorders using a number of strategies in a planned and deliberate way. This "fix" strategy ranges from simply slowing down the reading or decoding, re-reading, to consciously summarizing the material. Once the strategy (or strategy) has helped restore meaning in the text, successful readers can continue again without using conscious strategies (Palincsar & Brown).
All readers - no matter how skilled - sometimes achieve cognitive failure while reading challenging, unknown, or "inconsiderate" texts - that is. structured or written in an unusual way (Garner, 1992; Wade, 2001). Poor readers, on the other hand, do not show the same reaction when understanding failure occurs. Some simply do not recognize the trigger that interferes with signal understanding. Others realize that they do not understand the text, but do not have or can not use helpful strategies. Some use maladaptive strategies (such as avoidance) that do not help in understanding (Garner, 1992). Mayer's notes in his paper on Learning Strategies that reciprocal teaching can help even novice learners become more adept at leveraging learning strategies and advancing their understanding of the subject (1996). Mayer also notes that the reciprocal teaching process gives students the opportunity to learn more by having teachers as role models, and that the reciprocal teaching process gives beginners in the academic field the opportunity to learn from the experts by taking turns leading the class (Mayer, 1996).
Mutual teaching strategies
Approaching the problem from the perspective of Cognitive Strategy Instruction (Slater & Horstman, 2002), reciprocal teaching attempts to train students in specific and discrete strategies to prevent cognitive failure during reading. Palincsar and Brown (1984) identify four basic strategies that can help students recognize and react to signs of impaired understanding: Questioning, Clarifying, Summarizing, and Predicting. These strategies serve the dual purpose of becoming understanding-fostering and monitoring understanding; that is, they are thinking of improving understanding while at the same time giving the students a chance to check if it happens. The leader follows these four steps in this particular order:
Predict
The prediction phase involves the reader in actively combining their own background knowledge with what they collect from the text. With narrative text, students imagine what might happen next. With informational text, students predict what they may learn or read in the next section.
Predicting involves combining the reader's previous knowledge, new knowledge of the text, and the text structure to create hypotheses relating to the text's direction and author's intent in writing. Predicting gives an overall reason for reading - to confirm or not confirm the self-generated hypothesis (Doolittle et al., 2006).
The Predictor can offer predictions about what the author will convey to the next group or, if this is a literary selection, the predictor might suggest what will happen to the next event in the story. As Williams pointed out, predictions need not be accurate, but they should be clear (2011).
The order of reading, questioning, clarifying, summarizing, and predicting is then repeated with subsequent text sections. Different reading strategies have been incorporated into mutual teaching formats by other practitioners. Some other reading strategies include visualizing, connecting, concluding, and questioning authors.
Ask a question
When using questioning strategies, readers monitor and assess their understanding of the text by asking themselves questions. This self-awareness of one's internal thought processes is called "metacognition."
Questions involve identifying important, important and important information, themes, and ideas for further consideration. Important, important information, themes or ideas are used to generate questions that are then used as self-test for readers. Questioning provides context for exploring deeper text and ensuring meaning constructs (Doolittle, Hicks, Triplett, Nichols, & Young, 2006)
The Questioner will ask you a question about the choice:
- Unclear section
- The information is confusing
- Connection to other learned concepts
Clarification
The clarification strategy focuses on training students in specific steps to help decoding (voice mail correspondence, "chunking," spelling, etc.), as well as remedial strategies for dealing with difficult vocabulary and irregularities in concentration.
Clarification involves identifying and clarifying aspects of the text that are not clear, difficult, or unknown. These aspects may include awkward phrases or lane structures, foreign vocabulary, unclear references, or unclear concepts. Clarification provides the motivation to remedy the confusion through re-reading, the use of the context in which the text is written and/or read, and the use of external resources (eg, dictionaries or thesauruses) (Doolittle et al., 2006).
The Clarifier will discuss the confusing parts and try to answer the newly asked questions.
Summarize
Summarization requires the reader to perform the task of distinguishing between important and less important information in the text. This should then be organized into a coherent whole (Palincsar & Brown, 1984).
Summarizing is the process of identifying important information, themes, and ideas in the text and integrating them into clear and concise statements that communicate the significance of the text. Summarizing can be based on one paragraph, one part text, or one full section. Summarizing provides the impetus for creating context to understand text specifications (Doolittle et al., 2006).
Summarizer will use his own words to tell the main idea of ​​the text. This can happen anywhere in the story, and it should often happen for students at risk. It can happen first at the sentence level, then the paragraph, then throughout the text.
Instructional format
Reciprocal teaching follows a dialogical/dialectical process. Palincsar, Ransom, and Derber (1989) write that there are two reasons for choosing dialogue as a medium. First, it is a language format used by children (not writing, which may be too difficult for some struggling readers). Second, the dialogue provides a useful vehicle for alternating controls between teachers and students systematically and directionally.
Reciprocal teaching illustrates a number of unique ideas for teaching and learning and is based on theories of development and cognitive theory. The strategy embedded in reciprocal teaching represents what involved the students involved when interacting with the text. They are thought to encourage self-regulation and self-monitoring and promote deliberate learning (Brown, 1980).
Reciprocal teaching also follows a very scaffold curve, beginning with a high level of teacher instruction, modeling, and input, gradually drawn to the point where students can use the strategy independently. Reciprocal teaching begins with students and teachers reading a short piece of text together. In the early stages, teachers modeled the "Fab Four" strategy required by reciprocal teaching, and teachers and students shared in conversations to reach mutual agreement on texts (Williams, 2011). The teacher then specifically and explicitly modeled his thought processes aloud, using each of the four reading strategies. Students follow the teacher model with their own strategies, as well as verbalize their thought processes to be heard by other students.
Over time, the teacher model is getting rarer as students become more adept and confident with the strategy. Finally, the responsibility for leading small group discussions of texts and strategies is left to the students. This gives the teacher or teacher a chance to diagnose strengths, weaknesses, misunderstandings, and to provide follow-up as needed.
The reciprocal teaching includes several techniques involving who, what, and where, the learning (Mayer, 475-476):
- What is learned is a cognitive strategy to read comprehension rather than specific facts and procedures. Teaching focuses on how to learn rather than learn what.
- Learning about cognitive strategies takes place in the tasks of understanding the actual reading rather than having each of the strategies taught separately. Learning takes place in an order, rather than learning everything separately.
- Students learn as participants in a cooperative learning group working together in a task. Students learn through themselves, and through others in their group.
Current usage
The reciprocal teaching model has been used for the last 20 years (Williams, 2011) and has been adopted by a number of school districts and reading intervention programs throughout the United States and Canada. It has also been used as a model for a number of commercially-produced readings such as Soar to Success, Connectors, Into Connectors. Unfortunately, according to Williams, most of the students and teachers in this country "have never heard of it" (2011). Available from Global Ed in New Zealand, written by Jill Eggleton is Connectors and Into Connectors Series. Both of these series have non-fiction and fictional texts. (2015) Abrams Learning Trends Publisher Key Link Reader by Jill Eggleton (2016)
Reciprocal teachings are also being adopted and researched in countries other than the United States. For example, Yu-Fen Yang from Taiwan conducted research to develop a reciprocal teaching/learning strategy in English classroom improvement (2010). Research That concludes that "... students state that they observe and learn from the externalization of the strategy's use by teachers or their peers.The progress of reading students in remedial instruction that incorporates the RT system is also identified by pre and post tests. there are benefits for teachers in encouraging students to interact with others to clarify and discuss understanding questions and continuously monitor and organize their own reading "(2010).
In a 2008 study presented the application of effective reciprocal teaching to students diagnosed with mild to moderate disabilities. In this group, ten percent of students have difficulty learning because of Down Syndrome. The average participant was about eighteen years old. The researchers, Miriam Alfassi, Itzhak Weiss, and Hefziba Lifshitz, developed a study based on the Palincsar and Brown reciprocal teaching design for students who were considered too low academically for complex reading comprehension skills. The study compares two teaching styles, remediation/direct instruction to Palincsar/Brown reciprocal teaching. After twelve weeks of teaching and assessment, reciprocal teaching was found to result in greater success rates in improving literacy skills in participants with mild to moderate learning disabilities. After the research is completed, the researcher recommends reciprocal teaching so students are taught in an interactive environment that includes meaningful and connected texts. The study is for the European Journal of Special Needs Education, promoting reciprocal teaching for its structure in dialogue and how students learn to apply the dialogue based on the reading that occurs in the instructions.
Currently in the United States research has also been conducted on the use of reciprocal teaching at the elementary level. Pilonieta and Madinah conducted a series of procedures to apply their reciprocal teaching versions to elementary school students (2009). The researchers adopted an age-appropriate model for reciprocal teaching and called it "Reciprocal Teaching for the Primary Class," or RTPG (2009). Their research shows that even in younger children, reciprocal teaching is beneficial to students and they demonstrate RTPG retention when retested 6 months later (2009).
Reciprocal teaching has been heralded as effective in helping students improve their reading skills in pre-post trials or research studies (Pearson & Doyle, 1987; Pressley et al., 1987) further testing using Reciprocal Teaching consistently demonstrated the technique of promoting reading comprehension as measured on standard reading tests (Carter, 1997).
Vygotsky Connection
In "Thought and Language" Lev Vygotsky restricts deep relationships between language (oral), cognition, and learning. See Learn through Teaching for additional evidence. Intensive oral language component in Teaching is Vygotskian.
Reciprocal Teaching is a contemporary application of Vygotsky's theory; it is used to improve students' ability to learn from the text. In this method, teachers and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The role of teachers in the process diminishes over time. Also, reciprocal teaching is relevant to instructional concepts such as "scaffolding" and "apprenticeship", in which a more advanced teacher or associate helps to organize or organize tasks so that beginners can work successfully.
The design of this learning method is influenced primarily by Vygotsky's work and his notion of a "proximal development zone," characterized as "the distance between actual developmental levels as determined by independent problem solving and potential developmental levels, as determined through problem solving under adult guidance, or cooperate with a more capable partner "(Vygotsky, 1978, p.Ã, 86). Assistance provided by the learner is a good example of scaffolding where temporary and customized support is provided, according to the needs of the participants. Help is withdrawn when no longer needed. The sequence of teacher modeling, coaching, and then fading also provides an excellent example of cognitive appeal structure as outlined by Collins, Brown, and Newman (1989).
References
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Pilonieta, Paola; Medina, Adriana L. (2009). "Reciprocal Teaching for the Primary Class:" We Can Do It Also! "". Read Teachers . 63 (2): 120-129. doi: 10.1598/rt.63.2.3. - Yu-Fen, Yang (2010). "Developing a reciprocal teaching/learning system for instructional improvement instruction of college". Computers and Education . 55 : 1193-1201. doi: 10.1016/j.compedu.2010.05.016.
- Williams, Joan (2010). "Taking Questioner's Role: Revisiting Reciprocal Teaching". Read Teachers . 64 (4): 278-281. doi: 10.1598/RT.64.4.6.
- Mayer, R.E. (1996). Learning Strategies for Creating Sense from Expository Text: The SOI Model for Guiding Three Cognitive Processes in Knowledge Construction. Educational Psychology Reviews 8 (4) 357-371.
External links
- NCREL: Summary of Research Base
- Palincsar & amp; Brown: Reciprocal Teaching of Understanding-Maintenance and Comprehensive-Understanding Activities
- http://www.readingrockets.org/strategies/reciprocal_teaching/
- http://www.primary-education-oasis.com http://www.primary-education-oasis.com/reciprocal-teaching.html#ixzz1d71Sxhjm
- http://www.nea.org/assets/docs/HE/mf_ltreport.pdf
- http://www.nea.org/assets/docs/HE/TAReflectionsMaas.pdf
- http://www.weac.org/news_and_publications/education_news/2000-2001/read_reciprocal.aspx
- http://www.powershow.com/view/1cda1-MjYyO/Reciprocal_Teaching_Teaching_Cognitive_Strategies_In_Context_Through_Dialogue_To_Enhance_Comprehen_flash_ppt_presentation
- http://www.thegateway.org/browse/30444/
- http://www.globaled.co.nz/index.php/resources/independent-reading
Source of the article : Wikipedia
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