مفهوم استراتيجية التدريس التبادلي ومميزاتها

The reciprocal teaching strategy is an interactive strategy between the teacher and students and depends on dividing students into groups and small teams. They are responsible for the functioning of the educational attic and increase the area of ​​their role; Therefore, we offer you, through this article from an encyclopedia, you can see the concept of the reciprocal teaching strategy, which represents one of the most prominent interactive educational activities in schools that aim for the student to be an active part in the educational process with the help of the teacher, within the framework of promoting effective and social communication between the student and the teacher and between students and each other, as well as developing the student’s abilities and skills in learning.

Active learning strategies include many other means, most notably the brainstorming strategy that activates students’ thinking by producing ideas as quickly as possible, in addition to the hot chair strategy that aims to enhance discussions between the student and the teacher, and in the following lines you can get acquainted with the strategy reciprocal teaching.

The concept of reciprocal teaching

• Reciprocal teaching is one of the modern and advanced methods in the field of education and is based on the idea of ​​dialogue between the teacher and students or students and each other through exchanging roles according to the strategies included in reciprocal teaching and the teacher supervises these strategies.
• It is one of the alternative methods of traditional direct teaching. In direct teaching, the teacher is the only one with information. As for reciprocal teaching, the role of the teacher is to divide the students into small teams, to help and encourage them.
• Reciprocal teaching depends on its application on sub-strategies, and reciprocal teaching is one of the ways that the teacher uses to develop reading among students.

Define reciprocal teaching strategy

• Teaching strategy is defined as the process in which the student participates in the educational process by activating dialogue and discussion between students and teachers.
• In addition to promoting dialogue between students each other through forming groups of them and practicing a set of educational activities that are carried out under the guidance and supervision of the teacher.
• Which works to develop students’ skills in understanding and analysis, and aims primarily to exchange roles between the teacher and the student so that the teacher is the recipient rather than the student.
• This is implemented by first training the students on a continuous basis to apply this strategy.

Reciprocal teaching strategy steps

• Presenting information to students: The teacher presents the ideas and steps that students will follow during the learning process, as he is the source of knowledge at that time.
• Learning and practice: In this step, the student is more understanding of his role in implementing the strategy, but he needs some support from the teacher, and the role of the teacher becomes less so that he is the one who directs only the students.
• Learning teams and groups: Dividing the students into small groups and defining a leader for each group. The role of the leader is exchanged among the students. Here, the student’s role is transformed from being a mere recipient within the group, from a mere receiver, providing assistance to the team’s students.
• Self-reliance: After the teacher provides sufficient information and identifies the team leader, and the leader takes charge of his team’s affairs, the role of the teacher ends with all teams glorifying the transfer of the role to the leader, and the role of the teacher is limited to support and encouragement for all teams.
• Assimilation and understanding: here the students become more understanding of the previous steps and more ready to apply and do not need the teacher’s help.

The foundations of an interactive teaching strategy

• Achieving effective participation between the teacher and the student in implementing the strategic axes.
• Train students to gradually exchange roles with the teacher.
• All class students can participate in this educational activity, as the activity is not limited to a specific group so that everyone can benefit.
• Provide all forms of assistance to students in the implementation of this strategy by the teacher.

Axes of the reciprocal teaching strategy

Before identifying the stages of implementing the reciprocal teaching strategy, it is necessary to identify the axes that are relied upon in the use of this strategy, through the following:

summary

• In this axis, the paragraph that will be summarized is determined, and then the student reads it well and understands the underlying meanings within it, where the student mentions the main idea of ​​the paragraph, and then mentions the information contained in it, where the paragraph summary is written clearly, briefly and comprehensively with all the important information in it. Summarization is applied to both the written and the audio paragraph.
• This strategy is applied after training the student on how to summarize, where the teacher guides the student to do this training by showing him a set of pictures that bear the meaning of what the student extracts and trying to explain its meaning in detail, and with continuous training, the student’s ability to summarize is enhanced.
• The teacher also helps the student to summarize the written paragraphs by identifying the information that the student thinks is important by underlining, as this step is effective in facilitating the summarization process.
• Among the other ways that the teacher follows in training the student on how to summarize is not to focus on unimportant and repetitive texts, as they are ignored when summarizing, and the student is trained to summarize in a faster time by setting a specific time for him by the teacher.

Generate questions

This axis is one of the most important axes that help to enhance the student’s skills in understanding, analysis, focus and attention, as it depends on preparing the student for the questions related to the paragraph that the student has read and which the student must read carefully in order to extract the questions related to the important information that he read and whose answers lie within the paragraph, and this in turn It measures the extent to which the student understands and comprehends the content of the text and his ability to distinguish between important and unimportant information.

illustration

In this axis, the student reads an unclear paragraph with a number of ambiguous meanings, and the student’s role is to clarify the ambiguous meanings of the paragraph, where the student explains to the teacher the main idea of ​​the paragraph, and then explains the difficult information in it according to what he understood from his deep reading of the paragraph. During this axis, the teacher is able to measure the student’s understanding of difficult texts and his ability to clarify them.

Forecasting

Prediction refers in its meaning to the extent to which a person is able to anticipate something that is likely to be achieved. In this axis, students expect specific information that will be seen in the next paragraph of the topic. This is done after the student reads the first paragraph carefully and in depth, and then tries to anticipate the information of the next paragraph according to For what he understood from the previous paragraph, which is related to the following, and this axis also enhances the abilities and skills of the student in understanding and analysis.

The teacher helps the students to apply the prediction axis through a number of means such as:

• Good reading of the topic titles, whether the main title or its sub-headings.
• Draw questions about this topic.
• Focus on reading the first and last sentences of the topic well.

Stages of implementing an interactive teaching strategy

• The teacher first divides the class into small groups of students, such as four or five.
• The texts in which the four axes of the strategy will be applied are then defined.
• In the next stage, each group is assigned to work on a specific text.
• The teacher defines for the student the task assigned to him in the text, whether it is summarizing, generating questions, clarifying or predicting, by distributing a set of cards to each student with the specific task.
• In the next stage, the teacher chooses a student in each group who will act as a leader in managing his group.
• The teacher directs the students to begin and complete the tasks required of them according to the specified time.
• According to the teacher’s instructions, students begin silently reading the passages in front of them, in depth and in depth, before starting the task.
• During the implementation of the tasks the teacher provides the required instructions in case any student encounters a dilemma in carrying out his task, in order to help him complete the task and get it done correctly.
• The teacher then follows the progress of the task by observing each group.
• After each group has finished implementing the task collectively, the group leader explains how to carry out the task and the procedures that were followed to reach the desired results.
• When presenting the task, students who are assigned with summarizing tasks demonstrate summarizing the ideas of the paragraph, question-generating students explain the questions they have addressed, clarification students explain and clarify the difficult parts of the paragraph, and prediction students present their predictions about the information following the text.
• The teacher then takes on the task of evaluating the activity of each group.

Important note: This strategy is applied after each group student has been trained to implement it.

The teacher’s role in the reciprocal teaching strategy

The teacher performs several main tasks that help students to implement the strategy correctly, and these tasks include the following:

• Provide full support to students in case they encounter difficulties during the implementation of the strategy.
• Make the learning process that the student acquires from this activity easy for the student.
• Participate in the creation of educational situations for students.
• Work on designing activities and meanings for students.
• Work on the application of modeling the stages of implementing the strategy.

The student’s role in the reciprocal teaching strategy

• Dialogue and discussion with the teacher about the points that the student wants to understand.
• Participate with the teacher in creating educational meanings and situations.
• Carry out the tasks required of strategies from clearing, asking questions, clarifying and forecasting.
• Work on linking the skills that have been acquired before and the skills that are gained from this activity.

The tasks required of the teacher when implementing the reciprocal teaching strategy

Before starting to implement this strategy, the teacher must prepare well for it by following the following means:

• Taking into account the extent to which this strategy fits with the abilities and skills of the students of his class, by first making sure that the students can implement it, and this in turn is that the teacher is fully aware of the level of his students.
• Clarify the main objectives behind the implementation of this strategy, through which the topics in which this activity will be applied are selected.
• Each teacher must prepare summaries for each of the four axes of the strategy, in which his findings are mobilized in the implementation of the strategy.

Things to consider in reciprocal teaching

• The teacher must take into account when applying this strategy to support students with supportive education that enables them to facilitate the implementation of this strategy.
• Students with learning problems should be considered by training them to learn metacognitive skills strategies.
• The barriers that students face in comprehension must be addressed first before implementing the strategy.
• This strategy must be implemented in the classroom and by the teacher to ensure that it is effective in developing students’ skills and abilities.

History of the establishment of the reciprocal teaching strategy

• Although this strategy is one of the advanced educational methods, its concept is not new.
• As the history of its establishment dates back to the twentieth century, specifically in the year 9 AD, it was founded by the scientist Brown and the scientist Balancer.
• The aim of developing this strategy and applying it in schools was to work on confronting the obstacles that the teacher faces in teaching, which lies in the student’s lack of understanding of the meanings of some sentences and words.
• This strategy contributed to overcoming this problem by applying the strategy of predicting the meanings of texts and then verifying the validity of these predictions while reading the texts.
• This strategy is applied to a large group of students, a small group of them, or to each student.

Advantages of the reciprocal teaching strategy

• This strategy has many advantages, the most important of which is that it helps to facilitate the educational process between teachers and students through the exchange of roles.
• Motivating the student to participate in educational activities, which is reflected in the development of his cognitive skills, especially for students who suffer from slow understanding and perception.
• Enhancing the student’s skills in the ability to discuss and dialogue, whether with students or with the teacher, and this is done by creating an interactive environment between groups of students.
• Enhance students’ abilities and skills in reading and listening through continuous training in these skills.
• Through this strategy, the teacher is able to measure the student’s understanding and success in completing the task by listening to the student’s explanation and asking him questions, which also show his understanding of the paragraph on which one of the strategy axes has been applied.
• It has a positive reflection in the development of the student’s personality by enhancing self-confidence and overcoming fear, anxiety and shyness when speaking in front of everyone.
• It enhances students’ abilities to learn foreign languages.

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