Difference between revisions of "Think-pair-share"

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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.  
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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. Allocate 3 to 4 minutes for each step.
  
*1. THINK: Direct students to think independently about the prompt (a question or a word problem). They each should formulate an answer to the question or identify and evaluate the most important information in the word problem.
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*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: Students pair up and take turns presenting their thinking to a partner (e.g. each selects two important pieces of information and explains to the partner why she chose that information).  The students discuss and provide feedback to each other.
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*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: Finish by asking some students to share their analyses with the class.  
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*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)].
 
  
 
{{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).