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Reciprocal Teaching: A collaborative approach to comprehending texts

teacher and students in library

With a vast range of strategies to teach reading comprehension, it is difficult to decide which is right for your class. A recognised, effective, key strategy in this area is Reciprocal Teaching (RT).

Professor John Hattie’s features RT in his ‘top ten’ effective teaching strategies (Visible Learning in Tomorrow’s Schools, 2013) and teachers in many classroom contexts are using this valuable teaching approach. In this workshop you will explore RT and discuss its underpinning theoretical principles with particular reference to the Lev Vygotsky and social constructivism. The process involved in the implementation and evaluation of RT will be outlined with participants having the opportunity to engage in practical activities. Support materials will be provided to assist teachers to implement RT in their classrooms.

This workshop is best suited for teachers of students in years 3 – 8.

What will you gain through this workshop?

  • An opportunity to investigate and discuss contemporary research in the area of language and literacy with a focus on text comprehension and critical literacy
  • Experience in practical activities which will help you become confident in running RT in your classroom
  • Understanding of the links of teaching skills in RT to English in the Australian Curriculum.

Register for this session

Reciprocal Teaching: A collaborative approach to comprehending texts
Presented by Tony Pullella

Date: Saturday 29 July 2017

Time: 9am – 12noon

Venue: Building 501, Curtin University, Kent Street, Bentley

Standard: $150
Curtin staff/students: $75

tony pullella

About your presenter

In his more than 35 years in the education profession, Tony has done it all: teacher, school development officer, university lecturer, education consultant and principal. In his consultancy, he presented workshops and lectures in schools and at conferences around Australia, often including presentations on Reciprocal Teaching and related strategies in the teaching of reading comprehension and critical literacy. His main areas of interest are language and literacy; school leadership models; curriculum development and implementation; and school improvement models.