Reciprocal teaching is an instructional activity that takes the form of a dialogue between teachers and students regarding segments of text for the purpose of constructing the meaning of text. Reciprocal teaching is a reading technique which is thought to promote the teaching process. A reciprocal approach provides students with four specific reading strategies that are actively and consciously used to support comprehension: Questioning, Clarifying, Summarizing, and Predicting. Palincsar (1986) believes the purpose of reciprocal teaching is to facilitate a group effort between teacher 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 participants take turns assuming the role of teacher. -Annemarie Sullivan Palincsar
Reciprocal teaching is most effective in the context of small-group collaborative investigation, which is maintained by the teacher or reading tutor.
Read more about Reciprocal Teaching: Conceptual Underpinnings, Role of Reading Strategies, Reciprocal Teaching Strategies, Instructional Format, Current Uses, Vygotsky Connection
Famous quotes containing the words reciprocal and/or teaching:
“I had no place in any coterie, or in any reciprocal self-advertising. I stood alone. I stood outside. I wanted only to learn. I wanted only to write better.”
—Ellen Glasgow (1873–1945)
“Mrs. Zajac knows you didn’t try. You don’t just hand in junk to Mrs. Zajac. She’s been teaching an awful lot of years. She didn’t fall off the turnip cart yesterday. She told you she was an old-lady teacher.”
—Christine Zajac, U.S. fifth-grade teacher. As quoted in Among Schoolchildren, “September” section, part 1, by Tracy Kidder (1989)