INTERNET RECIPROCAL TEACHING

A paradigm shift in teaching reading and communication in the 21st century

Don Leu

Full credit is given to Don Leu and his research team for developing and

generously sharing ideas about digital literacy and creating a model

to empower teachers to prepare students to communicate in the 21st

century.

Why is it important for students to understand and use technology to learn?

"The knowledge economy is about how the new technologies have transformed the way we think and act...To thrive in the global knowledge economy, it is going to be important to change the whole educational system to ensure a wide base of knowledge workers who understand and use information technologies.”

(Riley, 2003, paragraphs 8-10)

How does online reading compare to

traditional classroom reading?

Traditional vs. Information Age Reading Skills

Students use narrative texts in the classroom.

Students all read the same text together.

Struggling readers are placed in small groups and get all instruction from the teacher.

In the information age students are responsible for more non-fiction text.

In the information age students read text unique to their learning experience.

In the information age, students are heterogeneously grouped and learn from each other.

Traditional vs. Information Age Reading Skills

Teacher models offline reading strategies. In the information age the teacher models online comprehension strategies.

The process of predicting, questioning, clarifying, and summarizing becomes questioning, locating information, evaluating the source of information and understanding and communicating the information and sharing it with others.

The students share and ultimately take over the responsibility for modeling reading strategies.

Collaboration and discussion guides all students and the students actively become leaders in the learning process.

Is Internet Reciprocal Teaching just adding more?

Tied to pedagogy

Lessons can be based on curriculum

Incorporates literacy strategies

A vehicle for addressing the goals of MLTI

Based on skills that all students need

Three Professional Development Models

Online Coaching

Peer Coaching

Literacy Coaching

As the teacher, I consistently support the development of these dispositions among the students in my class:

PersistenceI support the willingness to sustain effort especially when things become difficult and/or when a

strategy appears not to be successful.

Flexibility

I support students in keeping in mind alternative strategies for accomplishing goals, continually look

for more effective and efficient ways of working online

Collaboration

I encourage students to regularly seek out support and to support others while working online.

Critical Stance

I support students in developing a healthy skepticism to information online, regularly questioning its

source, reliability, stance, and accuracy.

Reflection

I support students and encourage them to self-monitor and self-regulate during online literacy and

learning tasks,

Online Pretest to Measure Student Skills

Surveys Measure Student Use

Phase One SkillsThese are skills students need to have in place before

lessons in Internet Reciprocal Teaching can begin.

Phase Two Skills

A Teacher Generated Question

Where does my food come from and why should I care?

Student Generated QuestionsWhy wouldn't people care where their food comes from?

Where was the meat I eat processed?How many people in our class eat food from the wild?What are fiddle heads and where can I find them?When, what methods, and how much maple syrup is made in Maine?Where are most of our fruits and vegetables grown?What percentage of the food I eat is altered?What do food companies use to keep food fresh?What growth hormones are used in foods and how do they effect people?What country does my food come from? Where do restaurants buy their food? What chemicals are found in foods? How is food handled in processing?What diseases are passed through food? How fresh is food, when was it packaged?What are pesticides and how are they used?

What does ocean dumping ( including oil) do to our seafood supply?What is fed to the animals we eat?What is partially hydrogenated vegetable oil?How is pollution effecting the fish population? How do farming practices effect wildlife? What is food packaging made from?What animals that we get food products from are force fed?

Locate Information using a Search Engine

Students complete tasks to develop background knowledge and skills

Read Search Engine Results

Locate Information in a Website

Critically Evaluate a Website

Determining Reliability and Accuracy

Synthesize Information

Communicate Information

Using Email to Communicate

Informational Brochures

Literacy Strategies

Access to literacy specialist to incorporate strategies into Internet Reciprocal Teaching lessons

Based on school-wide strategies

Embedded into the lessons to improve comprehension

KNOWLEDGE RATING GUIDEIntroducing New Vocabulary

TEXT FEATURESIdentify Online Text Features

GRAPHIC ORGANIZERSEvaluate Websites for Bias

SUM IT UP Identifying keywords using Primary Sources

Tools for Implementing IRT

Apple Remote Desktop:ARD

Usually thought of as “spyware”

This software has been traditionally used by system administrators to monitor the use of computers.

Some educators have used this to ‘watch’ what students are doing on their computers

ARD as a Teaching Tool

Allows teacher to observe student work and send real time electronic messages to students while they are working.

As a communication tool this can simply remind a student to check their capitalization or address criteria for the task they are completing.

Students can also send messages to the teacher when they are working to clarify their work or privately ask questions.

ARD for Reciprocal Teaching

ARD allows the teacher to use an LCD projector to share an image of a student’s screen or select a group of students to view a particular screen by importing the image onto the individual computers.

This tool facilitates students as the leaders in the classroom. When the student’s screen has been projected, the student becomes the teacher, and shares their learning experience with the other students in the class.

Note ShareThe electronic NoteShare notebook facilitates the delivery of lessons.

Incorporates web links, images, and screen captures

Allows for collaboration

Provides a space for students to organize and save digital files

Instant Messaging

Students use instant messaging while they are working on tasks to quickly share web links and information

Stickies

Electronic Stickies allow students to take notes and gather key words while completing tasks

Web-based Bookmarking Sites

Students use social networking sites such as Delicious to organize and share bookmarks while completing tasks.

These sites also help students organize resources for citing sources for bibliographies

Blogs and WikisBlogs are used for students to post ideas about a given topic and respond to the ideas of others for collaborative discussions

Wikis allow students to organize research information and collaborate with their peers on writing pieces.

Phase Three

Checklist has not yet been developed

Students research based on inquiry and teacher acts as a facilitator

Students define how they communicate the information

Students work collaboratively in the global online setting

Students are self-guided learners as they question, locate, evaluate, synthesize, and communicate information using the internet

Unreasonable to think that students can get here in one year

The Post Testing DataStudents rated themselves as having less expertise after the four months

Students resented that the pretest and post test were the same

The terminology of the test was a barrier for many students for both the pre and post test.

Reflecting and Evaluating

Amount of time to implement all phases should be two years

Common sessions for participating teachers is necessary to share and reflect

Participants need support from administration, technology leaders, and literacy specialist

TICA checklist informs instruction and informal assessments

Teachers benefit from online collaborative sharing

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