Difference between revisions of "Think-pair-share"
From Diversifying Economic Quality: A Wiki for Instructors and Departments
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− | This process requires each student to engage in independent thought, and then to practice explaining and listening with a partner, before sharing her responses with the class as a whole. | + | This process requires each student to engage in independent thought, and then to practice explaining and listening with a partner, before sharing her responses with the class as a whole. Allocate 3 to 4 minutes for each step. |
− | *1. THINK: Direct students to think independently about the prompt (a question or a | + | *1. '''THINK''': Direct students to think independently about the prompt (a question based on a brief scenario, problem, or synopsis of a current event). Provide each student the opportunity to identify relevant economic concepts or tools and to begin to formulate an answer on her own. |
− | *2. PAIR: | + | *2. '''PAIR''': Have students pair up and take turns explaining their thinking to a partner (e.g. each could identify an essential piece of information, concept, or tool and explain its relevance to the partner). The students discuss, provide feedback to each other, and construct a more complete and correct answer together. |
− | *3. SHARE: | + | *3. '''SHARE''': Conclude by asking some students to share their pairs' analyses with the class. |
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Visit Starting Point for more [http://serc.carleton.edu/econ/interactive/tpshare.html information] and [http://serc.carleton.edu/econ/cooperative/econex.html examples]. | Visit Starting Point for more [http://serc.carleton.edu/econ/interactive/tpshare.html information] and [http://serc.carleton.edu/econ/cooperative/econex.html examples]. | ||
KimMarie McGoldrick also suggests [http://serc.carleton.edu/econ/cooperative/examples/61508.html Using Note-Taking Pairs to Enhance Understanding of Difficult Concepts (such as Income and Substitution Effects)]. | KimMarie McGoldrick also suggests [http://serc.carleton.edu/econ/cooperative/examples/61508.html Using Note-Taking Pairs to Enhance Understanding of Difficult Concepts (such as Income and Substitution Effects)]. | ||
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{{hidden|Source| | {{hidden|Source| | ||
McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>.}} | McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>.}} |
Revision as of 15:38, 6 January 2016
This process requires each student to engage in independent thought, and then to practice explaining and listening with a partner, before sharing her responses with the class as a whole. Allocate 3 to 4 minutes for each step.
- 1. THINK: Direct students to think independently about the prompt (a question based on a brief scenario, problem, or synopsis of a current event). Provide each student the opportunity to identify relevant economic concepts or tools and to begin to formulate an answer on her own.
- 2. PAIR: Have students pair up and take turns explaining their thinking to a partner (e.g. each could identify an essential piece of information, concept, or tool and explain its relevance to the partner). The students discuss, provide feedback to each other, and construct a more complete and correct answer together.
- 3. SHARE: Conclude by asking some students to share their pairs' analyses with the class.
Visit Starting Point for more information and examples.
KimMarie McGoldrick also suggests Using Note-Taking Pairs to Enhance Understanding of Difficult Concepts (such as Income and Substitution Effects).
Source
|
---|
McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>. |