Difference between revisions of "Thinkpairshare"
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.  
+  *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.  
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+  *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].  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 NoteTaking Pairs to Enhance Understanding of Difficult Concepts (such as Income and Substitution Effects)].  
{{hiddenSource  {{hiddenSource  
McGoldrick, KimMarie. "Where Do I Begin? Using ThinkPairShare 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 ThinkPairShare 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 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 NoteTaking Pairs to Enhance Understanding of Difficult Concepts (such as Income and Substitution Effects).
Source


McGoldrick, KimMarie. "Where Do I Begin? Using ThinkPairShare to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>. 