From Diversifying Economic Quality: A Wiki for Instructors and Departments
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− | The following strategy was devised by KimMarie McGoldrick, a Professor of Economics at the University of Richmond and co-founder of | + | The following strategy was devised by KimMarie McGoldrick, a Professor of Economics at the University of Richmond and co-founder of [http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics]. 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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+ | 1. Provide students with an involved economic word problem. | ||
− | + | 2. THINK: Direct students to pull out the most important information from the problem (ideally the problem should consist of at least 6 important elements). | |
− | + | 3. PAIR: Tell the students to pair up. One student shares three important elements and explains to their partner why they chose that information, then the other student shares three important elements and explains their relevance. (If the problem consists of more than 6 elements, have each partner responsible for the appropriate number of elements). | |
− | + | 4. SHARE: Finish class by asking students to present to the class all the important elements and why each element is essential. | |
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Revision as of 15:07, 8 November 2011
The following strategy was devised by KimMarie McGoldrick, a Professor of Economics at the University of Richmond and co-founder of Starting Point: Teaching and Learning Economics. 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.
1. Provide students with an involved economic word problem.
2. THINK: Direct students to pull out the most important information from the problem (ideally the problem should consist of at least 6 important elements).
3. PAIR: Tell the students to pair up. One student shares three important elements and explains to their partner why they chose that information, then the other student shares three important elements and explains their relevance. (If the problem consists of more than 6 elements, have each partner responsible for the appropriate number of elements).
4. SHARE: Finish class by asking students to present to the class all the important elements and why each element is essential.
For more information and a sample word problem Click Here
Source
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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>. |