Reciprocal Reading

"Critically examine how my own assumptions and beliefs impact on practice and the achievement of learners with different abilities...."

"maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe"


In Term 2 we introduced Reciprocal Reading in Room 12. Term 1 allowed for a better understanding of how my class learnt best, gaps in knowledge and learning behaviours. It was clear that a programme needed to happen to address these

Rationale/outcomes:

1. Students needed to learn how to communicate and share ideas in groups with ALL student contributing (skills needed/learnt = prompted, questioning, probing, explaining, adding on)

2. Students learnt how to probe to gain further understanding of how their peer's thinking and why they gave particular answers.

3. Mixed ability groups allowed 'higher order thinking' to be modeled by higher level students. Often it was these same students who encouraged the quiet 'less able' students through prompting and questioning.

3. Groups were eventually run by students which allowed for the teacher to take a separate group.

4. Skills explicitly taught could be applied to all areas of the curriculum.