Difference between revisions of "Think-pair-share" - Diversifying Economic Quality: A Wiki for Instructors and Departments

Revision as of 09:55, 16 August 2013

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. 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.

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.

3. SHARE: Finish by asking some students to share their 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>.

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-The following strategy was advocated 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.
+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. 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.
-. Ask students a question, or provide them with an involved economic word problem.
+*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.
-. THINK: Direct students to think independently about the prompt.  They should formulate an answer to the question or identify and evaluate the most important information in the word problem.
-. 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.
-. SHARE: Finish by asking students to share their analyses with the class.
+*3. SHARE: Finish by asking some students to share their analyses with the class.
 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)].
 {{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>.}}

From Diversifying Economic Quality: A Wiki for Instructors and Departments

Revision as of 09:55, 16 August 2013