Communicate reciprocal teaching in english and maths clipart transparent

Communicate reciprocal teaching in english and maths clipart transparent. A person sitting on the ground with a book. Hi everyone! i am kylie and i live in brisbane, australia. i am so honoured to be a part of this amazing collaborative literacy blog and to be networking with such a talented group of literacy specialists! i am learning so much every day from their posts. i have worked in adult literacy, numeracy and esl, in primary teaching and as a head of curriculum. i am currently a lecturer, working with pre-service teachers, which i just love!!! i am studying my phd which is around what constitutes intellectual demand in the teaching of reading across the curriculum - that was a mouthful!!! in a nutshell, it's examining rigorous pedagogies for the teaching of reading. today, i am going to be talking about reciprocal teaching in both english and mathematics. i am really passionate about dialogic approaches that encourage classroom interaction, accountable talk, close reading and higher order thinking. what is reciprocal teaching? reciprocal teaching (palinscar u0026 brown, 1984) is an evidence-based approach that improves reading comprehension through small group discussions. it involves reciprocal dialogue between teachers and students. teachers can use the gradual release of responsibility model (pearson u0026 gallagher, 1983) and through explicit modeling of the strategies, can gradually increase leadership of the groups to the students, to the point where eventually students can lead the groups themselves. reciprocal teaching is also an excellent approach to use if you have para-professionals, teacher aides or parents helping with reading groups, as it scaffolds the process through prompts on each role card. you can read a review of the reciprocal teaching research here. lori oczkus has cited the following results from the research into reciprocal teaching: in 15 days students are more confident. (palinscar u0026 brown, 1986) low-performing students do well with reciprocal teaching. (carter, 1997) struggling readers grow 1-2 years in 3-6 months. (cooper, boschken, mcwilliams, u0026 pistochini, 2000). in 16 studies reciprocal teaching proved consistent and effective. (rosenshine u0026 meister, 1994). so how does it work? reciprocal teaching traditionally uses four reading comprehension strategies - predicting, clarifying, questioning and summarizing (summarising for those of us in australia). the approach can be used in whole class lessons or during guided reading. we usually have six students in our guided reading groups, so as a group, we predict what the text will be about before reading, using the title and images to assist. if it is a book, we might look at the blurb or sometimes the contents page if it is a non-fiction text. students usually use a prompt like,
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