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. Allocate 3 to 4 minutes for each step.
- 1. THINK: Direct students to think independently about the prompt (a question based on a brief scenario, problem, or synopsis of a current event). Provide each student the opportunity to identify relevant economic concepts or tools and to begin to formulate an answer on her own.
- 2. PAIR: Have students pair up and take turns explaining their thinking to a partner (e.g. each could identify an essential piece of information, concept, or tool and explain its relevance to the partner). The students discuss, provide feedback to each other, and construct a more complete and correct answer together.
- 3. SHARE: Conclude by asking some students to share their pairs' analyses with the class.
KimMarie McGoldrick also suggests Using Note-Taking Pairs to Enhance Understanding of Difficult Concepts (such as Income and Substitution Effects).
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>.