METODE THINKING ALOUD PAIR PROBLEM SOLVING (TAPPS) ADALAH

They wanted to think silently until they could say the answer. I definitely achieved my first purpose, which was to have students actively engage in the learning activity. Had I spent more time considering a debriefing activity, I think students would have been able to learn more than just the one I really focused on. 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. It helps to model the process so students can see what it looks like.

Although I used the activity with grammar rules, it could easily be adapted to suit the needs of any instructor in any discipline. Then I randomly called on students to answer one question at a time from their workbooks. Ask students to form pairs. This workshop should be required for all faculty, staff, and administrators. The On Course Workshop was the most productive learning experience I have had in years.

I have never before felt a workshop I attended helped me to teach. As an instructor of English composition mostly developmental problej, I have struggled to find ways to get students to engage themselves actively in their learning activities.

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Students have specific roles—problem solver and listener—that they alternate with each problem. It would be helpful here to have these roles metkde on the board, overhead or handout.

metode thinking aloud pair problem solving (tapps) adalah

Finally, I believe I achieved my third purpose, but not as well thinkung I might have liked. Ask students to form pairs.

Ask students to solve a set of problems, alternating roles with each new problem.

metode thinking aloud pair problem solving (tapps) adalah

Select pairs at random to choose their most challenging problem to write on the board and explain to the class. I had to remind them of their roles.

Think-Aloud Pair Problem Solving

It helps to model the process so students can see what it looks like. In my 31 years of teaching this was the best and most critically needed of any workshop I have ever attended.

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I told them they solvng had to come to the board and that one would write, and one would explain to the class. In the activity I describe here, students work in pairs to solve a series of problems. Patricia Cross, and Claire Howell Major. Had I spent more time considering a debriefing activity, I think students would have been able to learn more than just the one I really focused on.

I am going back to campus more empowered and energized. Then I randomly called on students to answer one question at a time from their workbooks.

Although these metoe struggled the most through the activity, they were the ones who appeared to enjoy it thinming most by the end of the class session. Thank you for making me a better teacher.

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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 aloux answer.

I realized that if I were to introduce this activity very early in the semester, my students would have a much easier time with the essay assignments, and they would be very likely to do better in the class. I still often see students who refuse to (rapps) or contribute in any way during small-group discussions, students who write one or two sentences and close their journals when I have asked them to write non-stop alloud five minutes, and students who are doing homework for some other subject during my class.

I wanted to have students learn and practice slving strategies, which they did. 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. They learned and practiced at least one problem-solving strategy, which was to look at the rule and apply it to a particular sentence. They wanted to think silently until they could say the answer.

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I reviewed Point of View by writing typical first- second- and third-person pronouns and nouns on the board.

Think-Aloud Pair Problem Solving

As I moved around the room, I repeatedly found students thinking silently before solvig would speak. No students found a way to avoid participating in this activity. I was amazed to discover that many of alouv students did not, on their own, make any further attempt to solve the problem. Although I used the activity with grammar rules, it could easily be adapted to suit the needs of any instructor in any discipline. The On Course Workshop was the most productive learning experience I have had in years.

On a scale ofI rate the overall value I received from the workshop as a After checking to make sure everyone understood the instructions, I gave them a page of problems to solve in which they would need to apply the grammar rules listed at the top of the handout.

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.

(atpps) 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 did not do that this time, but I will definitely include it in the future.

metode thinking aloud pair problem solving (tapps) adalah