Difference between revisions of "Thinking-Aloud-Pair"
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*Avoid correcting Problem Solver’s errors. <ref>[http://serc.carleton.edu/NAGTWorkshops/metacognition/activities/28754.html serc.carleton.edu]</ref>}} | *Avoid correcting Problem Solver’s errors. <ref>[http://serc.carleton.edu/NAGTWorkshops/metacognition/activities/28754.html serc.carleton.edu]</ref>}} | ||
| + | =='''Job Aid'''== | ||
| + | [[Image:pdf.png]] [[Media:Toolkit_Template_Thinking_Aloud_Pair.pdf|Conducting a Thinking-Aloud-Pair session]] | ||
== References == | == References == | ||
<references/> | <references/> | ||
Latest revision as of 15:23, 3 February 2012
 THINKING-ALOUD-PAIR |
| Collaborative problem-solving strategy that allows learners to work in pairs to solve a series of given problems. One person plays the role of Problem Solver and verbalizes his/her solution to another learner playing the role of Listener. Problem Solver’s task consists in articulating all ideas he/she is thinking about, while the Listener must follow all the steps and concentrate in understanding the Problem Solver’s thoughts and catching his/her errors. The Listener can ask the Problem Solver for clarification but is not allowed to correct his/her errors or to give suggestions.
The roles of Problem Solver and Listener should switch with each problem in order to give the participants the opportunity to learn the skills related to both roles. TAPPS should encourage the development of analytical reasoning skills, since learners are obliged to examine and clarify their ideas in the light of another person’s perspective. [1] |
 Conducting a Thinking-Aloud-Pair session |
Step by Step
Listener's role
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Job Aid
Conducting a Thinking-Aloud-Pair session
References
- ↑ www.eric.ed.gov (2 September 2009) www.saskschools.ca (2 September 2009), www.wcer.wisc.edu (2 September 2009)
- ↑ serc.carleton.edu