Editing Cooperative learning (section)

=== Reciprocal teaching ===
{{Main|Reciprocal teaching}}
Brown and Paliscar (1982) developed reciprocal teaching, which — as currently practiced — pertains to the form of guided, cooperative learning that features a [[collaborative learning]] setting between learning leaders and listeners; expert scaffolding by an adult teacher; and direct instruction, modeling, and practice in the use of simple strategies that facilitate a dialogue structure.<ref>{{Cite book|title=Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser|last=Resnick|first=Lauren|publisher=Lawrence Erlbaum Associates, Publishers|year=1989|isbn=978-0805800685|location=Hillsdale, NJ|pages=[https://archive.org/details/knowinglearningi00glas/page/443 443]|url-access=registration|url=https://archive.org/details/knowinglearningi00glas/page/443}}</ref>

In a model that allows for student pairs to participate in a dialogue about text, partners take turns reading and asking questions of each other, receiving immediate feedback. This approach enables students to use important metacognitive techniques such as clarifying, questioning, predicting, and summarizing. It embraces the idea that students can effectively learn from each other.<ref>Palinscar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, I (2), 117-175.</ref> There are empirical studies that show the efficacy of reciprocal teaching even in subjects such as mathematics. For instance, it was found that children who were taught using this strategy showed higher levels of accuracy in mathematical computations in comparison with those who were not.<ref>{{Cite book|title=Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups|url=https://archive.org/details/cooperativelearn00gill|url-access=limited|last1=Gillies |first1=Robyn|last2=Ashman |first2=Adrian |publisher=Routledge|year=2003|isbn=978-0415303408|location=Oxon|pages=[https://archive.org/details/cooperativelearn00gill/page/n59 49]}}</ref> The same success has been obtained in the cases of students learning in diverse situations such as those with learning disabilities and those who are at risk of academic failure,<ref>{{Cite book|title=Cooperative Learning: Integrating Theory and Practice|last=Gillies |first=Robyn|publisher=SAGE |year=2007 |isbn=9781412940474 |location=Los Angeles|pages=96}}</ref> among others. These studies also cover learners from elementary to college levels.