Think-pair-share
From Diversifying Economic Quality: A Wiki for Instructors and Departments
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
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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>. |