Use of Reciprocal Teaching Style

Description – A pair of students are given a task card describing the progression of the skill. While the doer is performing the skill, the observer is providing immediate, constructive and positive feedback. The teacher is available to answer the observer’s questions and provides the observer with feedback. This style is good for both doer and observer, for as the doer is receiving constant feedback, the observer is learning through observation.

When used – This style is used when it is important to have immediate feedback through social interaction. Within this unit, the reciprocal style will be used when introducing the grip, the ready position, and the spin.

Reason for using this style – This style will be used because it allows more time for the teacher to circulate around the gymnasium and provide further feedback to the observer. This teaching style is also used because the tasks are quite simple; therefore, the feedback is most likely to be correct.

Strengths – One of the strengths of the reciprocal style is that it allows for continuous feedback. Also, the students who are observing will be able to learn from watching and correcting their partner’s mistakes. Social skills are also greatly enhanced by the interaction between the students.

Weakness – One of the weaknesses that occur in this teaching style is that the feedback offered to the students may not always be accurate.

Using reciprocal teaching appeared to have a positive effect on the student’s learning, ability to evaluate and provide feedback. There was a lot of activity within the class because nobody was waiting for further instruction. Their partner was providing feedback and new goals so therefore the students were always on task. However, in the first lesson the students did not use the cards frequently and so therefore did not know how to evaluate the performance, this lead to boredom and low level behaviour issues. When it was explained to the class the importance of the criteria sheet to feedback and skill competency all of the students participated in using the resources. The students in general picked skills that were relevant to their skill ability; however some students had to be encouraged to pick skills that were slightly harder as the students were already comfortable performing at that level. The two stars and a wish evaluation tool was a success as students cared what their partner wrote on the form.