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Reciprocal Teaching

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How does altering a task from independent learning to collaborative learning change the student's perception level of high expectations?

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How does altering a task from independent learning to collaborative learning change the student's perception level of high expectations?

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Based on our observations, collaborative tasks  appear to help improve high expectations, mathematical context and collaborative work with our SPED, SEI, and regular ed students.  Teacher modeled and scaffolded prior to assigning responsibilities to  student's roles.  The use of graphing organizers were useful to help students stay organized. Reciprocal teaching and learning help improve student participation and high expectations.

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Analyze, Evaluate, Create
DOK Level 3

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9-12.A.CED.3: Represent constrains by equations or inequalities, ad by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context

9-12.HSA.REI.C.6: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

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As a group, we agreed to adopt the Reciprocal Teaching strategy to answer the question "How does altering a task from independent learning to collaborative learning change the student's perception level of high expectations?"

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As a group, we agreed to adopt the Reciprocal Teaching strategy to answer the question "How does altering a task from independent learning to collaborative learning change the student's perception level of high expectations?"

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We found that assigning roles to students increased the level of individual accountability by involving students in a collaborative learning activity. Students were more engaged and focused on participating in completing their specific role within the group. Individual roles and tasks encouraged group members to hold others accountable, as they were unable to complete the assignment individually without compromising their role.

During the initial round, some of the roles had some "down time" that resulted in disengagement. To remedy that, we instituted a visual product that kept the rest of the group members engaged when not actively participating.
Students had to be constantly reminded of their roles.  An anchor chart was created to refer to as the students work on their task.
Students were honest to point out who in their groups actively participated and who did not.  They used a peer evaluation form to assess each other on their group participation.