METODE THINKING ALOUD PAIR PROBLEM SOLVING (TAPPS) ADALAH

I wanted to have students learn and practice problem-solving strategies, which they did. As an instructor of English composition mostly developmental , I have struggled to find ways to get students to engage themselves actively in their learning activities. I told them they both had to come to the board and that one would write, and one would explain to the class. Then I randomly called on students to answer one question at a time from their workbooks. Thank you so much on behalf of myself and all of my present and future students! The students set to work, and I noticed that nearly all of them were having trouble verbalizing their thinking processes. At the time, I thought it was an interesting presentation, but quickly dismissed the idea that I could possibly adapt Think-Aloud Problem Solving to suit my purposes.

This workshop should be required for all faculty, staff, and administrators. Because I know my students will be much more successful if they actively engage themselves in their learning experiences, I am constantly on the lookout for activities that will better facilitate active student engagement. Although I used the activity with grammar rules, it could easily be adapted to suit the needs of any instructor in any discipline. The listener may also ask clarification questions and offer suggestions, but should refrain from actually solving the problem. After all of the pairs had solved all of the problems on the second page of the handout, I chose three pairs at random and asked them to choose the problem that challenged them the most and write it on the board. I wanted to have students learn and practice problem-solving strategies, which they did. To diminish these behaviors, I have incorporated many active-learning strategies into my classroom, but I continue to see many non-engaged behaviors that suggest to me that students are still not actively engaging in the planned activities.

The On Prob,em Workshop was the most productive learning experience I have had in years. They learned and practiced at least one problem-solving strategy, which was to look at the rule and apply it to a particular sentence.

I reviewed Point of View by writing typical first- second- and third-person pronouns and nouns on the board. I told them they both had to come to the board and that one would write, and one would explain to the class. Before I started the think-aloud activity I introduced the general grammar rule that subjects must agree with their verbs, and asked them to turn to the appropriate page in their workbooks.

  THESIS OF MICHAEL MOORES SICKO

metode thinking aloud pair problem solving (tapps) adalah

I did not do that this time, but I will definitely include it in the future. Ask students to form pairs. Students have specific roles—problem solver and listener—that they alternate with each problem. Two of the pairs arrived at incorrect answers, and many students noticed. In the activity I describe here, students work in pairs to solve a series of problems.

This workshop should be required so,ving all faculty, staff, and administrators. As I moved around the room, I repeatedly found students thinking silently before they would speak. The listener may also ask clarification questions and offer suggestions, but should refrain from actually solving the problem.

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Furthermore, as the activity progressed, even my most reticent probem appeared to actually enjoy the challenge of sticking to their roles. It appeared to me that this was a habitual behavior for them—it was as if they were accustomed to giving up if they did not immediately know the answer.

Thank you so much on behalf of myself and all of my present and future students! It peoblem to model the process so students can see what it looks like. That tells me that they have never learned that they need to develop some strategies for solving the problems that confront them.

It would be helpful here to have these roles written on the board, overhead or handout. The students set to work, and I noticed that nearly all of them were having trouble verbalizing their thinking processes. I still often see students who refuse to speak or contribute in any way during small-group discussions, students who write one or two sentences adalsh close their journals when I have asked them to write non-stop for five minutes, and students who are doing homework for some other subject during my class.

  ANGELA TEICHERT DISSERTATION

To diminish these behaviors, I have incorporated many active-learning strategies into my classroom, but I continue to see many non-engaged behaviors that suggest to me that students are still not actively engaging in the planned activities.

Think-Aloud Pair Problem Solving

The role of the listener is to encourage the problem solver to think aloud, describing the prpblem to solve the problem. This was quite a discovery for me, as the entire grammar piece of my class is structured in the following way: They wanted to think silently until they could say the answer.

Although these students struggled the most through the activity, they were tginking ones who appeared to enjoy it the most by the end of the class session. Ask students to solve a set of problems, alternating roles with each new problem. I reminded them that they were limited to asking for clarification or expansion and offering suggestions, which they did until the pair with the wrong answer recognized where their thinking had gone wrong.

metode thinking aloud pair problem solving (tapps) adalah

I also achieved my second purpose, which was to have students learn to identify relevant information in this case, subject-verb agreement rules and apply it to particular instances.

In my 31 years of teaching this was the aluod and most critically needed of any workshop I have ever attended.

metode thinking aloud pair problem solving (tapps) adalah

After all three pairs had finished and returned to their seats, I repeated the process with a second handout with different specific subject-verb agreement rules and appropriate problems to be solved. Finally, I believe I achieved my third purpose, but not as well as I might have liked.

I am going back to campus more empowered and energized. The listener listens carefully, following the steps taken by the problem solver, attempting to understand the reasoning behind the steps, and offering suggestions if necessary.

I definitely achieved my first purpose, which was to have students solging engage in the learning activity.