Using Padlet and S.M.A.R.T. Goals to Enhance Reciprocal Teaching Strategy: Success for English Learners

Abstract

A teacher-researcher spent the year in Slovakia teaching English to high school students. Reciprocal Teaching Strategy (RTS) was implemented to engage the students in discussing their reading. RTS is a research-based, highly effective strategy encouraging students to participate at a higher level of thinking. It is aimed at increasing students' overall comprehension of the text being read but also challenging the reader to construct deeper inferences, arguments and ideas. When the students used the strategy while reading a text, they also had the luxury of working independently to become more metacognitively aware while also leaning on peers to challenge thinking and clarify any confusing parts. To increase engagement for RTS, Padlet, a web-based tool, was used for the students to write about their RTS roles, goals, and quality of responses to peers. Because Padlet lends itself well to shorter responses, the ELL students viewed the writing as less threatening while we, as facilitators and researchers, could respond to their writing with probing questions, praise points and teach points. Students set S.M.A.R.T. goals to improve the quality of work in the RTS groups.