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RGRS: Moving Beyond Typical Classroom Interaction
The LitART RGRS Classroom Interaction Strategy enhances student learning and language development.
I am back in Los Angeles observing after school programs. I noticed most staff are consistently using RGRS. LitART's RGRS (pronounced rigorous) Learning Method, helps teachers guide students through four steps:
1. Reflect
2. Group
3. Respond
4. Switch
RGRS ensures every student gets a chance to respond to each question. As a result, oral language opportunities for students increase by 20 times. This is especially important for English learners.
The typical classroom interaction model, however, is the Initiation-Reply-Evaluation (IRE) Sequence.
An IRE Example
Teacher: “What is the capital of California?”Students Raise Hands
Teacher: “Jake.”
Jake: “Chicago.”
Teacher: “No.”
Teacher: “What is the capital of California?”
Students Raise Hands
Teacher: “Janet.”
Janet: “Sacramento.”
Teacher: “Yes, very good!”
Sound Familiar? This classroom interaction sequence (identified by Hugh Mehan in his book Learning Lessons), remains the main process of virtually every classroom in America. Unfortunately, it holds little benefit for students. The student who knows, shows. Those who don't know, do and learn nothing.
If you want to support language development and student learning, I can send you a mini-guide on classroom interaction strategies that includes RGRS. Drop me a line.
