Reciprocal Style-C

Develops a reciprocal social interaction that reinforces the giving and receiving of immediate feedback that is guided by specific teacher-prepared criteria.


The defining characteristics of the Reciprocal Style are social interaction while learning to give content feedback to a partner. This style’s focus is social reciprocation while learning to make five decisions that are inherent when giving and receiving feedback. Observers offer their partner content feedback using teacher prepared specific criteria. The teacher circulates and observes the partnerships for appropriate use of the criteria information and supportive verbal feedback interactions. 


Anatomy of Reciprocal Style-C

In the Reciprocal Style, the teacher’s role (T) is to make all subject matter, criteria, and logistical decisions (pre-impact decisions) and to observe and provide private feedback (post-impact) statements to the observer about his/her role. The learner’s (L) role is to work in a partnership relationship. One learner is the doer (Ld) who performs the task, making the nine decisions of the Practice Style (impact decisions), while the other learner—the observer (Lo)—makes the five decisions that are shifted in this style to offer immediate and on-going feedback to the doer about the task’s correctness (post-impact), while using a criteria sheet designed by the teacher. At the end of the first practice, the doer and the observer switch roles. Doer 1 becomes observer 2, and observer 1 becomes doer 2 —hence the name for this landmark behavior—The Reciprocal Style. 

anatomy of style image

*The arrow represents the categorical shift in decision from the Practice Style-B to the Reciprocal Style-C.

Subject Matter Objectives

When the Reciprocal Style is achieved, the following subject matter objectives are reached:*

  • To internalize the specifics of the subject matter by having repeated chances to practice with a designated observer
  • To visualize the steps, sequence, or details involved in a given task
  • To learn to use subject matter criteria to compare, contrast, and assess performance
  • To practice identifying and correcting errors immediately
  • To practice a task without the teacher
  • Others

Behavior Objectives

When the Reciprocal Style is achieved, the following behavioral objectives are reached:*

  • To practice communication skills (verbal behavior) that enhance a reciprocal relationship
  • To expand socialization and interaction skills
  • To learn to give and receive feedback from peers
  • To develop social bonds that go beyond the task
  • To trust interacting/socializing with others
  • To experience the rewards (feelings) of seeing one's peer succeed
  • To develop patience, tolerance, and acceptance of others' differences in performance
  • To develop empathy
  • To learn social manners
  • Others

*Not all subject matter and behavior objectives are the focal point in every teaching episode.  The task determines which objectives are the primary focus of the learning experience and which are supporting objectives.

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