What is it?
Reciprocal Teaching is an exercise where the students became the expert on the material and teach the other students in the class. Students must research their topic and find the most important pieces of it before presenting the information to the class. This can take the form of a presentation, a student leading an activity, or groups leading either of the previously mentioned forms. Students should not be on their own for this as they may need feedback, guidance, and support.
When to Use it?
Reciprocal teaching can be used when students need to learn large amounts of information about a subject and need to become familiar with in a specific amount of time. Because they need to become an "expert" on their information, having them teach the class about their information is a great way to do this. They also work on other skills while doing this, such as finding the most important information to teach others, presentation skills, and for some students, an appreciation for what teachers need to do every day.
Who to use it with?
This support can be used with most students, though not every student is going to be able to participate in this activity as easily as others. An adaptation that can be used is to have students present in groups if they do not want to present by themselves.
How to progress monitor?
This can be progress monitored by formative and summative assessments, as well as grades and oral discussions over the content.
Implementation:
Implementing this support requires time in class to be able to pass out assignments over information, as well as create their presentation and possibly practice it if they want to do so. Below, a student is presenting a math concept to the class on the whiteboard. In order to do this, the student needed to have time in class to be able to collaborate with the teacher to be prepared to share with the class. This support does take significant time in the classroom, so be prepared to provide this time.
Citations:
Kelly, M., Moore, D. W., & Tuck, B. F.. (1994). Reciprocal Teaching in a Regular Primary School Classroom. The Journal of Educational Research,88(1), 53–61. Retrieved from http://www.jstor.org.www2.lib.ku.edu/stable/27541954
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008, August). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment of Children, 31(3), 351+. Retrieved from http://go.galegroup.com.www2.lib.ku.edu/ps/i.do?id=GALE%7CA183874069&v=2.1&u=ksstate_ukans&it=r&p=EAIM&sw=w&asid=fbe20ca13dbb329445e3850e4288754a
Stricklin, K.. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. The Reading Teacher, 64(8), 620–625. Retrieved from http://www.jstor.org.www2.lib.ku.edu/stable/41203462
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008, August). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment of Children, 31(3), 351+. Retrieved from http://go.galegroup.com.www2.lib.ku.edu/ps/i.do?id=GALE%7CA183874069&v=2.1&u=ksstate_ukans&it=r&p=EAIM&sw=w&asid=fbe20ca13dbb329445e3850e4288754a
Stricklin, K.. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. The Reading Teacher, 64(8), 620–625. Retrieved from http://www.jstor.org.www2.lib.ku.edu/stable/41203462