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COOPERATIVE LEARNING Reciprocal Teaching ROMBEL 1

COOPERATIVE LEARNING Reciprocal Teaching ROMBEL 1. RENA LYSTYA NINGRUM. DINA NOVITA WIJAYANTI. KHARISMA CLEVERIAN. HESNY NENO. DEFINITION OF COOPERATIVE LEARNING. Cooperative learning is a specific kind of collaborative learning.

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COOPERATIVE LEARNING Reciprocal Teaching ROMBEL 1

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  1. COOPERATIVE LEARNINGReciprocal TeachingROMBEL 1 RENA LYSTYA NINGRUM DINA NOVITA WIJAYANTI KHARISMA CLEVERIAN HESNY NENO

  2. DEFINITION OF COOPERATIVE LEARNING Cooperative learning is a specific kind of collaborative learning It promotes the idea that students work together to learn and are responsible for one another’s learning as well as their own (Slavin, 1991)

  3. The Criteria of Cooperative Learning The students work together in small group on a structured activity Cooperative groups work face to face and learn to work as team

  4. The Role of Small Group Learners actively participate Teachers become learners at times Diversity is celebrated Students learn for resolving conflicts Students draw upon past experience and knowledge Students are interested in their own learning

  5. Cooperative learning emphasizes in students’ role than teachers’

  6. The Impact of Cooperative Learning The achievement levels were significantly higher when cooperative learning methods were used as compared to individualistic Individual learning Cooperative learning VS

  7. Types of Cooperative Learning

  8. DEFINITION OF RECIPROCAL TEACHING Nature of interactions since one person acts in response to another RECIPROCAL MEANS Reciprocal teaching is based on the dialogues and discussions between the learners themselves or the students and the teacher (Blakey and Spence (1990)) Exchanging roles between theteacher and the learners which make the students responsible for their roles in the teaching learningprocess and allows students to support each other continuously.

  9. The Origin of Reciprocal Teaching To help students who face obstacle in reading comprehension. HISTORICALLY PALINSCAR & BROWN 1984 CONSTRUCTIVISM THEORETICALLY In getting knowledge learning for understanding and recognizing meaning

  10. Cognitive Appretisceship Theories of Scaffolding Zone Proximal Development Principles of Reciprocal Teaching Propleptic Teaching

  11. Think Aloud Cooperative learning scaffolding metacognition

  12. Three Components of Reciprocal Teaching The teaching and learning of specific reading comprehension strategies The dialogue between an instructor and students where the instructor models why, when, and where to use these reading comprehension strategies The appropriating of the instructor by the students , that is students begin to model the reading comprehension strategies for other students

  13. The Strategies of Reciprocal Teaching Predicting Questioning Clarifying Summarizing

  14. PREDICTING This strategy gives opportunities for the students to make the use of the main titles and subtitles as well as the questions of the text in predicting the content of the text before reading it. EXAMPLE: The leader may ask “what do you expect the next paragraph to be about?”

  15. Questioning • to help his/her learners find the most important information in the text . • to direct and answer questions about the text and find the most important information in the text. • Give questions which reflect high thinking abilities. EXAMPLE: the LEADER may ask “what is the main idea in the paragraph?”

  16. Clarifying • It supports students in monitoring their own comprehension. • It gets them to think about what is confusing to them as they read. Example • “what is the meaning of the sentence?”.

  17. Summarizing The students organize the main idea in order they can understand the relationship between them “Can I use my own language to retell the story from the text?”

  18. The Implementation The teacher explains every activity. It is important to emphasize activities that may promote these processes. The teacher distributes cards containing the tasks in the sub-strategies for the students in their regular setting. The teacher leads the dialogue and applies the sub-strategies to one of the paragraphs. The teacher chooses a leader who plays the role of the teacher for every group. Then the leader exchanges his/her role with his/her classmates in the group after every dialogue

  19. CONTINUED • The teacher distributes copies of the text for every student in the all groups. • The teacher gives enough time for silent reading according to the length and complexity of the text. • The leader of each group coordinates the task selection in his/her group and each member outlines his/her task to their group and answers their questions. • After ending the dialogues, the teacher distributes questions about the content of the text to assess the students’ comprehension.

  20. Reciprocal teaching as technique to teach reading comprehension

  21. Reading Comprehension It is type of reading to check whether the students understand and comprehend the text or not

  22. The relationship between reciprocal teaching & reading comprehension Reciprocal teaching parallels the new definition of reading that describes the process of reading as an interactive process in which readers interact with the text as their prior experience is achieved

  23. THE GOALS OF RECIPROCAL TEACHING To improve students’ reading comprehension using four comprehension strategies: predicting, questioning, clarifying and summarizing To scaffold the four strategies by modeling, guiding and applying the strategies while reading To guide students to think about their own thinking To help students monitor their comprehension using the four strategies To use the social nature of learning to improve and scaffold reading

  24. ADVANTAGES OF RECIPROCAL TEACHING Effective in helping students to improve their reading ability Creates the new technique of reading that describes the process of reading as interactive Easily understood and mastered by both teachers and students

  25. CONCLUSION Reciprocal teaching is a cooperative learning instructional technique which creates natural dialogue models and reveals learners’ thinking processes about a shared learning.

  26. REFERENCES • Abrahams, F., & Abrahams, D. (2010) .The Impact of Reciprocal Teaching on the Development of Musical Understanding in High School Student Members of Performing Ensembles: An Action Research. Research in Music Education, 15(1) ,1-33. Retrieved November 8, 2012, from www-usr.rider.edu/~vrme/v15n1/visions/Impact of Reciprocal Teaching on Musical Understanding. Abrahams and Abrahams.pdf. •  Ahmadi, M. R. (2012) . Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory and Practice in Language Studies, 2(10) , 2053-2060. Retrieved November 18, 2012, from http://ojs.academypublisher.com/index.php/tpls/article/view/tpls021020532060/5538. • Ockuz. L. D. (2005) . Reciprocal Teaching Strategies at Work: Improving Reading Comprehension, Grades 2–6: Videotape Viewing Guide and Lesson Materials. New York : International Reading Association. • Tsong, C. (2007) . Learning ReadingStrategies Together Through Reciprocal Teaching. Otawa: Wa Ying College.

  27. Thank You

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