Reciprocal Teaching
Updated 2026-08-13
INTRODUCTION
English translation pending.
CORE DEFINITION
Reciprocal teaching, developed by Ann Brown and Annemarie Palincsar, has students alternate in the teacher role while a group works through a text, using four strategies: predicting what comes next, generating questions about the content, clarifying confusing points, and summarizing what has been read. The core proposition is that performing the teacher's role forces the metacognitive work that silent reading does not require. The qualification is that the teacher must scaffold the dialogue rather than leaving the group unsupervised.
SCAFFOLDING EFFECT
Reduce cognitive load
- Role rotation: have each participant lead a segment using the four strategies in sequence. - Question generation: require the leader to produce questions rather than only answers. - Confusion flagging: make clarifying points of confusion an explicit part of the dialogue.
Anchor fast decisions
Reading silently allows a person to pass over material they do not understand, because no one asks them to produce an account of it. Leading a discussion requires generating questions and summaries, which surfaces gaps that silent reading conceals. The four strategies also supply structure for the dialogue, so the group's discussion stays on the text rather than drifting.
MINIMUM ACTION
In progress 0/1Practice this model in one real situation:
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Source support: Explicit
- en.wikipedia.orghttps://en.wikipedia.org/wiki/Reciprocal_teachingverified
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