Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
01 Mar 1984-Cognition and Instruction (Lawrence Erlbaum Associates, Inc.)-Vol. 1, Iss: 2, pp 117-175
TL;DR: In this article, two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported, and the training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.
Abstract: Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of...
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TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
Abstract: Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
14,006 citations
01 Jan 2000
TL;DR: In this paper, the structure of self-regulatory systems, social and physical environmental context influences on self-regulation, dysfunctions in selfregulation, and selfregulatory development are discussed.
Abstract: Perhaps our most important quality as humans is our capability to self-regulate. It has provided us with an adaptive edge that enabled our ancestors to survive and even flourish when changing conditions led other species to extinction. Our regulatory skill and lack thereof is the source of our perception of personal agency that lies at the core of our sense of self. Understanding how this capability develops, its various subcomponents, and its functions has been a major thrust of social cognitive theory and research. Of equal importance is the explanation for common dysfunctions in self-regulatory functioning, such as biased self-monitoring, self-blaming judgments, and defensive self-reactions. This chapter will define self-regulation, and will discuss the structure of self-regulatory systems, social and physical environmental context influences on self-regulation, dysfunctions in self-regulation, and self-regulatory development. (http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PP1&hl=fr&pg=PA13#v=onepage&q&f=false)
4,809 citations
TL;DR: This paper proposes the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.
Abstract: : Even today, many complex and important skills, such as those required for language use and social interaction, are learned informally through apprenticeshiplike methods -- i.e., methods involving not didactic teaching, but observation, coaching, and successive approximation while carrying out a variety of tasks and activities. The differences between formal schooling and apprenticeship methods are many, but for our purposes, one is most important. Perhaps as a by-product of the specialization of learning in schools, skills and knowledge taught in schools have become abstracted from their uses in the world. In apprenticeship learning, on the other hand, target skills are not only continually in use by skilled practitioners, but are instrumental to the accomplishment of meaningful tasks. Said differently, apprenticeship embeds the learning of skills and knowledge in the social and functional context of their use. This difference is not academic, but has serious implications for the nature of the knowledge that students acquire. This paper attempts to elucidate some of those implications through a proposal for the retooling of apprenticeship methods for the teaching and learning of cognitive skills. Specifically, we propose the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.
4,586 citations
TL;DR: The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms, and central to the enterprise is that the classroom must function smoothly as a learning environment before the authors can study anything other than the myriad possible ways that things can go wrong.
Abstract: (1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178
3,738 citations
Cites background or methods from "Reciprocal Teaching of Comprehensio..."
...For example, in the initial study of reciprocal teaching Palincsar & Brown, 1984), we provided pretest and posttest data on the 37 participating students, mini case studies on six children, together with transcripts from two children who differed considerably in how quickly ley picked up the…...
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...…passages in laboratory settings (Brown & Palincsar, 1982) and progressed to studying children in groups in resource rooms outside the classroom (Palincsar & Brown, 1984), then to considering naturally occurring reading groups in the classroom (Brown & Palincsar, 1989), and finally to studying…...
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...(See Brown & Palincsar, 1989, and Palincsar & Brown, 1984, for details of the procedures.)...
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...This was the case in the original reciprocal teaching work (Palincsar & Brown, 1984)....
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...…these programs, reciprocal teaching, a procedure designed to foster comprehension and cognitive monitoring while reading (Brown & Palincsar, 1982; Palincsar & Brown, 1984), solving mathematics problems (Campione, Brown, & Connell, 1988; Reeve, Gordon, Campione, & Brown, 1990), and learning…...
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TL;DR: A review of the literature on problem solving and metacognition can be found in this article, where the authors outline and substantiate a broad conceptualization of what it means to think mathematically, summarize the literature relevant to understanding mathematical thinking and problem solving, and point to new directions in research, development and assessment.
Abstract: The goals of this chapter are (1) to outline and substantiate a broad conceptualization of what it means to think mathematically, (2) to summarize the literature relevant to understanding mathematical thinking and problem solving, and (3) to point to new directions in research, development, and assessment consonant with an emerging understanding of mathematical thinking and the goals for instruction outlined here. The use of the phrase “learning to think mathematically” in this chapter’s title is deliberately broad. Although the original charter for this chapter was to review the literature on problem solving and metacognition, the literature itself is somewhat ill defined and poorly grounded. As the literature summary will make clear, problem solving has been used with multiple meanings that range from “working rote exercises” to “doing mathematics as a professional”; metacognition has multiple and almost disjoint meanings (from knowledge about one’s thought processes to self-regulation during problem solving) that make it difficult to use as a concept. This chapter outlines the various meanings that have been ascribed to these terms and discusses their role in mathematical thinking. The discussion will not have the character of a classic literature review, which is typically encyclopedic in its references and telegraphic in its discussions of individual papers or results. It will, instead, be selective and illustrative, with main points illustrated by extended discussions of pertinent examples. Problem solving has, as predicted in the 1980 Yearbook of the National Council of Teachers of Mathematics (Krulik, 1980, p. xiv), been the theme of the 1980s. The decade began with NCTM’s widely heralded statement, in its Agenda for Action, that “problem solving must be the focus of school mathematics” (NCTM, 1980, p. 1). It concluded with the publication of Everybody Counts (National Research Council, 1989) and the Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989), both of which emphasize problem solving. One might infer, then, that there is general acceptance of the idea that the primary goal of mathematics instruction should be to have students become competent problem solvers. Yet, given the multiple interpretations of the term, the goal is hardly clear. Equally unclear is the role that problem solving, once adequately characterized, should play in the larger context of school mathematics. What are the goals for mathematics instruction, and how does problem solving fit within those goals? Such questions are complex. Goals for mathematics instruction depend on one’s conceptualization of what mathematics is, and what it means to understand mathematics. Such conceptualizations vary widely. At one end of the spectrum, mathematical knowledge is seen as a body of facts and procedures dealing with quantities, magnitudes, and forms, and the relationships among them; knowing mathematics is seen as having mastered these facts and procedures. At the other end of the spectrum, mathematics is conceptualized as the “science of patterns,” an (almost) empirical discipline closely akin to the sciences in its emphasis on pattern-seeking on the basis of empirical evidence. The author’s view is that the former perspective trivializes mathematics; that a curriculum based on mastering a corpus of mathematical facts and procedures is severely impoverished—in much the same way that an English curriculum would be considered impoverished if it focused largely, if not exclusively, on issues of grammar. The author characterizes the mathematical enterprise as follows:
2,756 citations
References
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TL;DR: In this paper, Cole and Scribner discuss the role of play in children's development and play as a tool and symbol in the development of perception and attention in a prehistory of written language.
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TL;DR: The semantic structure of texts can be described both at the local microlevel and at a more global macrolevel, and a model for text comprehension based on this notion accounts for the formation of a coherent semantic text base in terms of a cyclical process constrained by limitations of working memory.
Abstract: The semantic structure of texts can be described both at the local microlevel and at a more global macrolevel A model for text comprehension based on this notion accounts for the formation of a coherent semantic text base in terms of a cyclical process constrained by limitations of working memory Furthermore, the model includes macro-operators, whose purpose is to reduce the information in a text base to its gist, that is, the theoretical macrostructure These operations are under the control of a schema, which is a theoretical formulation of the comprehender's goals The macroprocesses are predictable only when the control schema can be made explicit On the production side, the model is concerned with the generation of recall and summarization protocols This process is partly reproductive and partly constructive, involving the inverse operation of the macro-operators The model is applied to a paragraph from a psychological research report, and methods for the empirical testing of the model are developed
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4,226 citations
TL;DR: This review summarizes the structure of the generalization literature and its implicit embryonic technology, categorizing studies designed to assess or program generalization according to nine general headings.
Abstract: Traditionally, discrimination has been understood as an active process, and a technology of its procedures has been developed and practiced extensively. Generalization, by contrast, has been considered the natural result of failing to practice a discrimination technology adequately, and thus has remained a passive concept almost devoid of a technology. But, generalization is equally deserving of an active conceptualization and technology. This review summarizes the structure of the generalization literature and its implicit embryonic technology, categorizing studies designed to assess or program generalization according to nine general headings: Train and Hope; Sequential Modification; Introduce to Natural Maintaining Contingencies; Train Sufficient Exemplars; Train Loosely; Use Indiscriminable Contingencies; Program Common Stimuli; Mediate Generalization; and Train “To Generalize”.
3,077 citations