reciprocal_teaching
Differences
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| reciprocal_teaching [2020/03/31 19:11] – created jgmac1106 | reciprocal_teaching [2020/03/31 19:12] – jgmac1106 | ||
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| == How to == | == How to == | ||
| * Break students into groups | * Break students into groups | ||
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| * A teacher models a strategy | * A teacher models a strategy | ||
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| * One of four roles is assigned to each student | * One of four roles is assigned to each student | ||
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| * Students take turn trying each strategy. | * Students take turn trying each strategy. | ||
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| == Why Use == | == Why Use == | ||
| * Research has shown reciprocal teaching to have moderate to strong effect sizes. | * Research has shown reciprocal teaching to have moderate to strong effect sizes. | ||
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| * Has students reflect on their thinking and comprehension monitoring | * Has students reflect on their thinking and comprehension monitoring | ||
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| * Creates culture of active reading | * Creates culture of active reading | ||
| == Criticism == | == Criticism == | ||
| * Has low transfer between texts and domains of knowledge | * Has low transfer between texts and domains of knowledge | ||
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| * Low ceiling for strong readers | * Low ceiling for strong readers | ||
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| * Classroom time maybe better spent building background knowledge, | * Classroom time maybe better spent building background knowledge, | ||
reciprocal_teaching.txt · Last modified: 2020/04/05 16:57 by natalieferris