9APP6VJaime-6 Peer Practice/Reciprocal Learning

Peer Practice/Reciprocal Learning Lesson Veronica E. Jaime Walden University

9APP6VJaime-6 For years, I have struggled with the same dilemma in regards to my teaching. With twenty-two students and only one teacher, how can I maximize the learning for each and every student in my classroom? Whole group lessons are not always the best the choice, because students are not always actively involved. Guided and/or small groups work well, but the focus of the teachers attention is only on the five or six students sitting in front of the teacher. The Reciprocal Learning Strategy is an excellent strategy to actively engage all students and maximize student learning. Silver, Hanson, Strong, and Schwartz (2003) define the Reciprocal Learning Strategy as a unique partnership that is forged between pairs of students working together to practice previously presented skills and information, to increase reading comprehension of informationrich texts, and develop the thinking processes needed to become competent problem solvers (p. 200). There are three phases involved in the Reciprocal Learning Strategy. These phases include: preparing students, have students work together as partners, and processing the partnership (p.205). The goal of this strategy is to increase student involvement and to keep students actively involved. I have created a Science/Reading lesson plan to in the incorporate Reciprocal Learning Strategy. I chose to use science content in this lesson because I generally read through this content in a whole-group setting with my students. Consequently, I often feel that not all the students comprehend everything that was read. Sometimes, I even feel guilty that I am not maximizing the learning in my classroom. By incorporating the Reciprocal Learning Strategy, I ensure that all students read and process the content we previously covered in Science. During the first week prior to allowing students to work on their work, I will teach them how to work together in pairs. First, I will introduce and explain the strategy to the students.

9APP6VJaime-6 The students will then watch a video. This video will be borrowed from the campus reading specialist. It shows elementary students engaged in reciprocal reading. Next, the campus reading specialist and I will role play for the students and demonstrate how reciprocal learning should be done. In the final stage of preparation, the students will engage in role-playing. Certain students will be chosen as the guides or coaches. Before the students are allowed to work on their own, I will work with the guides to teach them the characteristics of a good guide. I will also discuss the characteristics of a good doer with students. These characteristics include being active listeners, displaying attentiveness, using positive feedback, knowing how and when to give clues, and talking through lessons. Once students become familiar with their roles as both guides and doers, I will proceed with the second phase of the lesson. During this phase the students will actually practice the Reciprocal Learning Strategy. The students will use reciprocal learning to review science content that is familiar to the students. The students will work in pairs and read through previously read chapters in science. Together the students will identify the main idea and supporting details for each section in the text. They will also summarize the selections they read. To help the students be successful during their reciprocal learning session, I will create Coaching Cards for the coaches to use. These coaching cards will help guide students through their session by providing clues for coaches. The clues are as follows:
a.

Lets look through these pages. What do you predict this text is going to be about?

b.

Lets look at the title of the first section. This tells us what it is mainly about? What do you think this first passage is mainly about?

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c.

Are there any words in this paragraph that you are having a hard time understanding? Are the any clues in the paragraph that might help you figure out the word? Why dont we look together?

d.

Can you retell me in your own words what you understand from this section?

Once the students have completed the comprehension portion of the selection, they will proceed by answering specific questions about the text. Each student will be given a parallel worksheet with task questions and answers for both students (See Appendix A). In the final stage of the lesson, the students will reconvene as a whole group. The teacher will discuss the positive behaviors that she noted while observing the students in their interactions. The students will also discuss the positive aspects of their reciprocal learning experience. They will discuss what their partner did or said that helped them best understand the content. The teacher will note these thoughts on the board and give helpful advice for future groups. The Reciprocal Learning Strategy ensures that all students are actively involved and are more successful at comprehending content material. This strategy differs drastically from my traditional method of teaching science content material. In my traditional Mastery method of teaching, students take turn reading sections of the text aloud. I clarify any questions they may have. However, not all students are involved at all times. The Reciprocal Learning Strategy ensures that all students are engaged in reading, listening, or asking about the material. While engaged in reciprocal learning, students also form stronger bonds with classmates. They begin to trust their partners and understand that the partners are there to help and not judge. Not only are students improving their reading skills, they are also learning lifelong skills that will

9APP6VJaime-6 be carried into the real world and will hopefully have a positive impact on their future interactions with peers. The Reciprocal Learning Strategy is an excellent means of increasing student participation and learning. Students are accountable to each other and to themselves when involved in this type of learning. Most importantly, the Reciprocal Learning Strategy ensures that all students take control over their own learning.

9APP6VJaime-6 APPENDIX A TASK A Directions: Read pages A68-A71 in your science book. Answer the following questions.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

all the living and nonliving things in an environment and how they interact _____. all plants and animals live in a ____________. rocks, soil, water, and sunlight are examples of _______ parts in an ecosystem. nonliving things such as the ________ help spread seeds. a whales habitat is the ____________. An earthworm helps its ecosystem by _______. Humans are part of an ecosystem. True of False? Planting flowers will help improve an ecosystem. True or False? Ecosystems can be a large as a forest or as small as a ______________________. Tunnels made by insects help _____ and ______ get into the soil.

TASK B Directions: Read pages A74-A81 in your science book. Answer the following questions.
1. 2. 3. 4. 5.

a green substance that traps light energy in the sun ________ plants use a gas from the air called _________ plants produce sugar during a process called _____________ Plants make sugar. They are called _______. Animals get the energy they need by eating plants and other animals. They are called __________.

6.

consumers that eat only plants ___________.

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7. 8. 9. 10.

consumers that eat other consumers._________ consumers that eat both plants and other consumers __________ animals that eat other dead animals ___________ animals that break down the bodies of dead plants and animals into minerals and nutrients ____________

ANSWERS TO TASK A 1. ecosystem 2. habitat 3. nonliving 4. wind 5. ocean 6. eating dead plants and animals 7. true 8. true 9. raindrop 10. air and water

ANSWERS TO TASK B 1. chlorophyll 2. carbon dioxide 3. photosynthesis 4. producers 5. consumers 6. herbivores 7. carnivores 8. omnivores 9. scavenger 10. decomposers

9APP6VJaime-6 References Silver, H.F., Hanson, J.R., Strong, R.W., & Schwartz, P.B. (1996). Teaching styles & strategies. Trenton, NJ: The Thoughtful Education Press.