Difference between revisions of "Think-pair-share"

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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   
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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  [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.
  
[http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics].
 
  
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1. Provide students with an involved economic word problem.
  
1. Provide students with an involved economic word problem.  
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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).
  
2. Direct students to pull out the most important information from the problem (ideally the problem should consist of at least 6 important elements).
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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).  
  
3. Tell the students to pair up.
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4. SHARE: Finish class by asking students to present to the class all the important elements and why each element is essential.  
 
 
4. One student should share three important elements and explain to their partner why they chose that information.
 
 
 
5. The other student should also share three important elements and explain their relevance. (If the problem consists of more than 6 elements, have each partner responsible for the appropriate number of elements).
 
 
 
6. Finish class by asking students to present to the class all the important elements and why each element is essential.  
 
  
  

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