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Internet Reciprocal Teaching

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Phase 1

High Levels of Teacher Scaffolding

Preparing Students For Peer Support

Introducing basic skills and strategies that may be precursors to online reading comprehension; establishing classroom routines

Phase 2

Moderate Levels of Teacher Scaffolding

Increased Use of Peer-to-Peer Support

Developing online reading comprehension skills and strategies in the context of completing purposeful activities geared toward curriculum goals

Phase 3

Lowered Levels of Teacher Scaffolding

Elaboration and Extension of Peer-to-Peer Support

Application, extension, and continued development of online reading comprehension skills and strategies to solve problems and conduct online inquiry projects (individually and in small groups).

Teaching Basic Skills

  • laptop handling
  • computing basics
  • getting around online

Routines and Procedures

  • Group work routines
  • Setting the mood and purpose for instruction
  • Cultivating student informants
  • Encouraging experts
  • Aligning to curriculum standards
    Communicating with classroom teachers to align curriculum

Assessment

  • Collecting baseline data
  • Utilizing an observation checklist to guide observations
  • Noting students who are skilled/experienced and those who appear to be less so

Teaching Online Reading Comprehension

  • Planning purposeful activities that interface with the curriculum
  • Modeling a variety of strategies
  • Encouraging dialogue among students as they use strategies
  • Facilitating student led demonstration (whole class and small group)
  • Listing and debriefing about strategies (conditional knowledge)

Assessment

  • Conducting careful observation so that informal assessment can drive instruction
  • Utilizing an observation checklist to guide observations
  • Noting students who are skilled/experienced and those who appear to be less so

Using Online Reading Comprehension to Advance Learning

Collaborative Projects

Creating assignments that involve data sharing and communication with other classrooms

Student directed Inquiry Projects

Providing opportunities for individual and group inquiry projects

Assessment

Conducting careful observation so that informal assessment can drive instruction
Collecting post-test data