By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration. One approach, Internet reciprocal teaching, involves problem-based tasks in which readers create their own text. This provides students a path for navigating the Cs of change.
Problem-based learning to help teach 5 C's (creativity, communication, collaboration, critical thinking, and comprehension
focus is on the process of inquiry
focuses on inquiry instead of the final product of research
During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.
Phase 3 focuses on students independent thinking and collaborative thinking and builds on skills developed in previous phases. This phase requires that the students have defined questions, reliable resources, citations, and a final product that communicates their learning and research to others.
Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons. Teacher modeling in the beginning of the phase gives way to student modeling in the latter half. Students take responsibility for teaching their peers a variety of online reading comprehension strategies. Instruction also begins to move from search skills to critical evaluation and synthesis skills. (See a complete checklist of skills.)
Phase 2: Essentially students and teachers initially have a thinking brainstorm session about the topic/theme. Teacher is the model in the start of this phase and then lets the student take the reigns. Students have responsibility for teaching their peers online reading comprehension strategies. Also moves into critical evaluation and synthesis skills.
Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.
phase 1; basics and introduction to internet skills, searching, etc.
The gradual release of responsibility to students is central to both approaches
reminds me of scaffolding; students are released into doing more and more of their own thinking one step at a time
Internet reciprocal teaching, involves problem-based tasks in which readers create their own text. This provides students a path for navigating the Cs of change.
definition of Internet Reciprocal Teaching
In addition, the rise of the Internet means that teachers must shift how they teach reading and writing
important to consider; the world is no longer simply paper and pen or type-writers. The literacy tools we have now are virtuously endless.
Internet Reciprocal Teaching Promotes the Five Cs
5 C's of Internet Reciprocal Thinking: Creativity, Communication, Collaboration, Critical Thinking, Comprehension
In the IRT model the gradual release of responsibility is accomplished through three phases of online research and comprehension instruction which aims “to increase academic engagement, encourage active reading, and promote students as experts in online research and comprehension”
Internet Reciprocal Teaching- Great article on discussing 3 stages- also great chart to explain it!