Brandi Gibson The strategies of reciprocal teaching is summarizing, questioning, clarifying, predicting. The text is segmented, and taught through many lessons, and practiced. The lesson is then taught as each student takes on an individual role, and these roles then help assist in critical thinking. The teacher then can guide the discussion after everything has been taught.
Critical thinking can be implemented through reciprocal teaching in that by asking students to summarize, question, clarify, and predict you are asking them to advance their approaches to the text. Summarizing and clarifying as the student to put the material into their own words, which can only be done if they understand it. Predicting what will happen next asks students to make inferences using prior knowledge, real life experiences, and clues from the text, which demonstrates understanding as well. Finally, questioning (my favorite) gets them to think beyond the what (summary) and how (clarify) into the why (questioning and predicting). They have to be able to apply these skills beyond basic levels of the text.
Reciprocal teaching is used to help clarify a story or passage that has been read. The students are expected to work in a small group to clarify, make predictions and summarize what they have read so far. All of this leads up to critical thinking skills and those higher level questions. So I am viewing reciprocal teaching as a lead into critical thinking. It is getting the student to not only recap information but ask questions about what is coming next including high level questioning.
In my class I use reciprocal thinking to help me avoid explaining things 5 times. I group my students together so that in study skills they are together by class (freshman and sophomore). It is much easier to have them work things through out loud and discuss things with their peers while they are waiting for me to get over to work with them and everyone benefits.
If you look at all 4 components of reciprocal teaching they are all parts of either Marzano's 9 and/or Blooms Taxonomy which means all are highly effective thus explaining the strong effect size of this strategy. I use most of the 4 parts of reciprocal teaching in my class on a regular basis but not in such a structured way like what was shown on the video. I use summarizing and clarifying the most, almost on a daily basis in some way. I have been trying to use prediction more because it is also part of the upper levels of Blooms Taxonomy making it important to the deeper levels of learning verses surface learning. The one thing I have noticed over the years is my students don't really know when they are not understanding something so questioning is extremely challenging for them! I need to try to be more consistent with 4 parts, I like the colored strips and flip book the teacher used in the video to assign parts and write their notes- that's a good idea!
How can you use reciprocal teaching to assist in teaching critical thinking? Reciprocal teaching involves summarizing, questioning, clarifying, and predicting. I think most of my students struggle with predicting. Comprehension has to be present before they can predict what might occur. The higher level students are more capable of this than some other students. I really try to help students understand and focus on questioning to help them develop predicting. When students are very concrete, they only see the moment and not the future. I try to apply Blooms Taxonomy, but feel I get stuck on the lower levels of questioning.
Reciprocal teaching uses four strategies, summarizing, questioning, clarifying, predicting. I think that these steps can also be used to get students to think critically. As the book says these can be taught in smaller chunks in the beginning with the teacher giving cues on what to think about. After the students have gotten used to using the strategies it should almost come as second nature to them and they use them automatically. Students can also do this when they are on an assignment that gets the students to think critically. They can use these steps in a smaller format until it becomes automatic to them and they use them to push into something on a bigger scale.
The four parts of Reciprocal Teaching are Summarizing, Questioning, Clarifying, and Predicting. I feel like I use Questioning pretty well in what I already do, but I don’t talk with students about the structure of the story. I don’t Summarize with students, but I do some clarifying. I could do more with summarizing and predicting.
I use reciprocal teaching during SFA. It is built in. The students are asked daily to read, retell and summarize. They are asked to clarify words or concepts that they may not be correctly understanding and they are always asked to predict. This teaches critical thinking because the students use the reciprocal daily and get used to the routine of doing things that way. Once they do the reciprocal thinking automatically they will be able to dive deeper into what their learning and be able to question the topic further to find more information.
Reciprocal teaching provides meaning, self questioning and chunking texts into smaller passages. It teaches summarizing, questing, clarifying and predication in text. I think this is huge to get students to visualize at a deeper understanding and to be able to comprehend what is being read. I think that when these steps are considered it provides meaning to reading and makes for strong readers.
Reciprocal teaching incorporates the use of 4 skills including summarizing, questioning, clarifying, and predicting. I feel like this strategy could be used to assist in teaching critical thinking because these skills also seem to fall within the different levels of Bloom’s Taxonomy, which acts to promote higher order thinking skills. It’s hard for me to imagine several of the students I work with getting to a point where they’re thinking in those upper levels of Bloom’s, so I like that the book pointed out that reciprocal teaching can be used in service of students acquiring a surface level knowledge, as well as that it’s commonly implemented in smaller chunks at a reasonable pace. After reading those parts, it just made it seem like this strategy might be something much more attainable.
How can you use reciprocal teaching to assist in teaching critical thinking? Reciprocal Teaching incorporates Summarizing, Questioning, Clarifying, and Predicting. I don't have a classroom of my own, and can't say that I've seen it implemented quite to the extent it was in the video. I have seen what may be the building blocks of the technique in middle school classrooms and see the components appearing in the common core ELA standards. I appreciated in the video that the technique engaged what appeared to be a diverse group of students.
Reciprocal teaching gives students a structured method to think critically. I like how the teacher in the video had questions on different color slips of papers to help students process and analyze the text they were reading. Breaking the text into smaller chucks to predict, clarify, question, and summarize shows students it is a continual and ongoing process throughout a text or unit.
Reciprocal Teaching has four components: Predicting, Questioning, Clarifying, and Summarizing. Its goal is to facilitate discussion, to give students strategies to critically explore text that has been read, and to allow them to think more deeply about what they are reading. It is a strategy designed to get at the deeper truth of text as it is explored in smaller chunks. It is a strategy that explicitly teaches students reading and thinking skills that good readers utilize regularly. In short, it helps readers critically analyze what has been written. The video showed students analyzing an opinion piece from the New York Times. Just as in analyzing the validity of websites, students need to critically analyze the truth of what has been written.
I think reciprocal teaching is a great platform for critical thinking. The components of this method are predicting, clarifying, questioning, and summarizing. These components are a way of directly teaching critical thinking skills. It give the students a map as to how to break down a text.
Reciprocal teaching involves four parts: -summarizing -questioning -clarifying -predicting I think these can help with critical thinking because it asks and allows the students to think deeper about what they are reading. What I really like about it is that it breaks things down into chunks which are easier to digest for the students. I feel like my students do a lot of "I wonder" statements, so they are pretty good at predicting (for early elementary students). I feel like I do a lot of questioning throughout the text, however, I probably stick to more surface level questions because of the level of my students. I should use Bloom's more often to deepen their understanding. Summarizing is super hard for my students and something that we need to work further on. Clarifying is something that I feel they do fairly well with each other. I like that when using the idea of reciprocal teaching the kids are working together and learning together.
How can you use reciprocal teaching to assist in teaching critical thinking? You can use reciprocal teaching to assist in teaching critical thinking by providing students the opportunities to learn how to summarize and make predictions. Multiple lessons of questioning and clarifying helps increase critical thinking skills.
Reciprocal teaching assists students to develop critical thinking by teaching them ways to interact with a text. RT involves small group, student led discussions over chucked texts. Students are taught to summarize, ask questions, clarify information and make predictions based on the text they are reading. As students are introduced to and practice each skill, they become more proficient and are able to interact with the text at a far deeper level. At each level, RT shows students how to think for themselves, how to ask questions of a text, how to clarify concepts, how to predict what would logically follow, and how to find their own answers. This is critical thinking. RT is a great tool to help students read, discuss, learn and think.
Brandi Gibson
ReplyDeleteThe strategies of reciprocal teaching is summarizing, questioning, clarifying, predicting. The text is segmented, and taught through many lessons, and practiced. The lesson is then taught as each student takes on an individual role, and these roles then help assist in critical thinking. The teacher then can guide the discussion after everything has been taught.
Critical thinking can be implemented through reciprocal teaching in that by asking students to summarize, question, clarify, and predict you are asking them to advance their approaches to the text. Summarizing and clarifying as the student to put the material into their own words, which can only be done if they understand it. Predicting what will happen next asks students to make inferences using prior knowledge, real life experiences, and clues from the text, which demonstrates understanding as well. Finally, questioning (my favorite) gets them to think beyond the what (summary) and how (clarify) into the why (questioning and predicting). They have to be able to apply these skills beyond basic levels of the text.
ReplyDeleteReciprocal teaching is used to help clarify a story or passage that has been read. The students are expected to work in a small group to clarify, make predictions and summarize what they have read so far. All of this leads up to critical thinking skills and those higher level questions. So I am viewing reciprocal teaching as a lead into critical thinking. It is getting the student to not only recap information but ask questions about what is coming next including high level questioning.
ReplyDeleteIn my class I use reciprocal thinking to help me avoid explaining things 5 times. I group my students together so that in study skills they are together by class (freshman and sophomore). It is much easier to have them work things through out loud and discuss things with their peers while they are waiting for me to get over to work with them and everyone benefits.
If you look at all 4 components of reciprocal teaching they are all parts of either Marzano's 9 and/or Blooms Taxonomy which means all are highly effective thus explaining the strong effect size of this strategy. I use most of the 4 parts of reciprocal teaching in my class on a regular basis but not in such a structured way like what was shown on the video. I use summarizing and clarifying the most, almost on a daily basis in some way. I have been trying to use prediction more because it is also part of the upper levels of Blooms Taxonomy making it important to the deeper levels of learning verses surface learning. The one thing I have noticed over the years is my students don't really know when they are not understanding something so questioning is extremely challenging for them! I need to try to be more consistent with 4 parts, I like the colored strips and flip book the teacher used in the video to assign parts and write their notes- that's a good idea!
ReplyDeleteHow can you use reciprocal teaching to assist in teaching critical thinking?
ReplyDeleteReciprocal teaching involves summarizing, questioning, clarifying, and predicting. I think most of my students struggle with predicting. Comprehension has to be present before they can predict what might occur. The higher level students are more capable of this than some other students. I really try to help students understand and focus on questioning to help them develop predicting. When students are very concrete, they only see the moment and not the future. I try to apply Blooms Taxonomy, but feel I get stuck on the lower levels of questioning.
Reciprocal teaching uses four strategies, summarizing, questioning, clarifying, predicting. I think that these steps can also be used to get students to think critically. As the book says these can be taught in smaller chunks in the beginning with the teacher giving cues on what to think about. After the students have gotten used to using the strategies it should almost come as second nature to them and they use them automatically. Students can also do this when they are on an assignment that gets the students to think critically. They can use these steps in a smaller format until it becomes automatic to them and they use them to push into something on a bigger scale.
ReplyDeleteThe four parts of Reciprocal Teaching are Summarizing, Questioning, Clarifying, and Predicting. I feel like I use Questioning pretty well in what I already do, but I don’t talk with students about the structure of the story. I don’t Summarize with students, but I do some clarifying. I could do more with summarizing and predicting.
ReplyDeleteI use reciprocal teaching during SFA. It is built in. The students are asked daily to read, retell and summarize. They are asked to clarify words or concepts that they may not be correctly understanding and they are always asked to predict. This teaches critical thinking because the students use the reciprocal daily and get used to the routine of doing things that way. Once they do the reciprocal thinking automatically they will be able to dive deeper into what their learning and be able to question the topic further to find more information.
ReplyDeleteReciprocal teaching provides meaning, self questioning and chunking texts into smaller passages. It teaches summarizing, questing, clarifying and predication in text. I think this is huge to get students to visualize at a deeper understanding and to be able to comprehend what is being read. I think that when these steps are considered it provides meaning to reading and makes for strong readers.
ReplyDeleteReciprocal teaching incorporates the use of 4 skills including summarizing, questioning, clarifying, and predicting. I feel like this strategy could be used to assist in teaching critical thinking because these skills also seem to fall within the different levels of Bloom’s Taxonomy, which acts to promote higher order thinking skills. It’s hard for me to imagine several of the students I work with getting to a point where they’re thinking in those upper levels of Bloom’s, so I like that the book pointed out that reciprocal teaching can be used in service of students acquiring a surface level knowledge, as well as that it’s commonly implemented in smaller chunks at a reasonable pace. After reading those parts, it just made it seem like this strategy might be something much more attainable.
ReplyDeleteHow can you use reciprocal teaching to assist in teaching critical thinking?
ReplyDeleteReciprocal Teaching incorporates Summarizing, Questioning, Clarifying, and Predicting. I don't have a classroom of my own, and can't say that I've seen it implemented quite to the extent it was in the video. I have seen what may be the building blocks of the technique in middle school classrooms and see the components appearing in the common core ELA standards.
I appreciated in the video that the technique engaged what appeared to be a diverse group of students.
Reciprocal teaching gives students a structured method to think critically. I like how the teacher in the video had questions on different color slips of papers to help students process and analyze the text they were reading. Breaking the text into smaller chucks to predict, clarify, question, and summarize shows students it is a continual and ongoing process throughout a text or unit.
ReplyDeleteReciprocal Teaching has four components: Predicting, Questioning, Clarifying, and Summarizing. Its goal is to facilitate discussion, to give students strategies to critically explore text that has been read, and to allow them to think more deeply about what they are reading. It is a strategy designed to get at the deeper truth of text as it is explored in smaller chunks. It is a strategy that explicitly teaches students reading and thinking skills that good readers utilize regularly. In short, it helps readers critically analyze what has been written. The video showed students analyzing an opinion piece from the New York Times. Just as in analyzing the validity of websites, students need to critically analyze the truth of what has been written.
ReplyDeleteI think reciprocal teaching is a great platform for critical thinking. The components of this method are predicting, clarifying, questioning, and summarizing. These components are a way of directly teaching critical thinking skills. It give the students a map as to how to break down a text.
ReplyDeleteReciprocal teaching involves four parts:
ReplyDelete-summarizing
-questioning
-clarifying
-predicting
I think these can help with critical thinking because it asks and allows the students to think deeper about what they are reading. What I really like about it is that it breaks things down into chunks which are easier to digest for the students. I feel like my students do a lot of "I wonder" statements, so they are pretty good at predicting (for early elementary students). I feel like I do a lot of questioning throughout the text, however, I probably stick to more surface level questions because of the level of my students. I should use Bloom's more often to deepen their understanding. Summarizing is super hard for my students and something that we need to work further on. Clarifying is something that I feel they do fairly well with each other. I like that when using the idea of reciprocal teaching the kids are working together and learning together.
How can you use reciprocal teaching to assist in teaching critical thinking? You can use reciprocal teaching to assist in teaching critical thinking by providing students the opportunities to learn how to summarize and make predictions. Multiple lessons of questioning and clarifying helps increase critical thinking skills.
ReplyDeleteReciprocal teaching assists students to develop critical thinking by teaching them ways to interact with a text. RT involves small group, student led discussions over chucked texts. Students are taught to summarize, ask questions, clarify information and make predictions based on the text they are reading. As students are introduced to and practice each skill, they become more proficient and are able to interact with the text at a far deeper level. At each level, RT shows students how to think for themselves, how to ask questions of a text, how to clarify concepts, how to predict what would logically follow, and how to find their own answers. This is critical thinking. RT is a great tool to help students read, discuss, learn and think.
ReplyDelete