Describe reciprocal teaching and its effects on student achievement. Explain its effectiveness using principles of learning from cognitive psychology, being sure to address metacognition in your discussion
What will be an ideal response?
Reciprocal teaching is an approach to teaching reading comprehension in which a group of students and their teacher read passages from expository text, stopping periodically to ask teacher like questions of one another. The teacher initially models appropriate questions and then gradually turns the role of "teacher" over to students; each student has a turn asking questions about the text and encouraging other group members to do likewise. Reciprocal teaching has been shown to have dramatic effects on students' reading comprehension skills. It promotes four information processing strategies—summarizing, questioning, clarifying, and predicting. By verbalizing these strategies aloud within a social context, and by observing how classmates process the material they read, students acquire greater metacognitive awareness of how reading material can be effectively processed.
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The teacher monitors students as they read to make certain they are trying to figure out difficult vocabulary as they encounter it in their reading. Most probably, he or she is helping students learn vocabulary through
A) ?context clue strategies (assistance stage). B) ?structural analysis (preparation stage). C) ?semantic mapping (reflection stage). D) ?word analogies (oral stage).
A student who has the ability to perform the social skill but chooses not to do so may have
a. social competency. b. social skills. c. a social skills deficits. d. a social skills performance deficits.
Answer the following statement(s) true (T) or false (F)
Situational leadership requires the clear recognition of subordinate needs.
We need to work on ways to protect children. Which of the following is least likely to pay off?
a. Keeping the environment as free from hazards as possible. b. Keeping children isolated or in a protected area whenever possible. c. Help children learn to keep themselves safe. d. Teachers and parents should develop habits of anticipating dangers and figuring out possible hazardous situations.