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Centre for Teaching and Learning (CTL)

Centre for Teaching and Learning (CTL)

Think-aloud pair problem-solving

In pairs, students take turns listening while the other explains their solution and reasoning to a given problem.

Promotes: Active listening, Knowledge application

Think-Aloud-Pair-Problem Solving is a technique that allows students to work in pairs using a turn-based approach.

The instructor begins by presenting a problem or asking students to think of a problem, which they must solve. Taking turns, Student A presents the problem to their partner and explains their proposed solutions based on theory and assumptions. Student B is tasked with active listening, responding at the end of the explanation with feedback and comments to validate the solution or address any errors or imprecisions. These roles are then reversed, so that Student B presents a new problem followed by the problem solving expression and Student A engages in active listening followed by feedback and comments in response to the explanation.

This illustration shows the Think-aloud pair problem-solving active learning technique with two figure drawings depicting two students (A and B) working together. Figure drawing of student A is carrying out "Active Listening" shown in a listening graphic shown above the head of the figure drawing of student A while the figure drawing of student B shows in the speech bubble above their head with the text "Problem Solving" the action explaining problem solving steps that the figure drawing of student A is listening and responding to. The illustration shows the same four figure drawings while alternating the text in the speech bubbles showing figure drawing of student B now engaged in "Active listening" indicated in a listening graphic above the head and figure drawing of student A now engaged in outlining the steps for problem solving indicated in the speech bubble above the head of student A containing the text, "Problem Solving". These two drawings are repeated again to illustrate four alternating terms altogether as a sequence representing four turns. Think-aloud pair problem-solving

This illustration shows the Think-aloud pair problem-solving active learning technique with two figure drawings depicting two students (A and B) working together. Figure drawing of student A is carrying out "Active Listening" shown in a listening graphic shown above the head of the figure drawing of student A while the figure drawing of student B shows in the speech bubble above their head with the text "Problem Solving" the action explaining problem solving steps that the figure drawing of student A is listening and responding to.

The illustration shows the same four figure drawings while alternating the text in the speech bubbles showing figure drawing of student B now engaged in "Active listening" indicated in a listening graphic above the head and figure drawing of student A now engaged in outlining the steps for problem solving indicated in the speech bubble above the head of student A containing the text, "Problem Solving". These two drawings are repeated again to illustrate four alternating terms altogether as a sequence representing four turns.

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References and resources

  • Active learning spaces: Teaching and learning experiences in active learning classrooms at McGill. McGill University.
  • Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman M.K., Foreward by Mayer, R. (2010).  How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
  • Anderson, L.W., Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: A revision of bloom’s taxonomy of educational objectives. New York: Longman. Barkley, E., & Major, C. (n.d.). The K. Patricia Cross Academy. Retrieved Dec 6, 2022, from https://kpcrossacademy.org/.
  • Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
  • Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
  • Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
  • Biggs, J. (1999).Teaching for Quality Learning at University.SHRE and Open University Press
  • Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay Company, Inc.   
  • Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers. Journal of Chemical Education, 87, 1438-1443. 
  • Casale-Giannola, D., Schwarts Green, L. (2012). 41 active learning strategies for the inclusive classroom. London: Sage Publications.
  • Doyle, T. (2011). Foreward. T. Zakrajsek. Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus Publishing.
  • Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P.  Alberts, B. (ed.). (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111 (23), 8410-8415; first published on May May 12, 2014; doi: 10.1073/pnas.1319030111
  • Jubain, Lin. “Using Collaborative Note-Taking to Promote an Inclusive Learning Environment.” UGuelph Office of Teaching and Learning, 2020.
  • Loadman, N. (2016, Jul 10). Punctuated Lectures: Classroom Assessment Technique. YouTube. Retrieved Dec 6, 2022, from https://www.youtube.com/watch?v=AttIxRWxYF4.   
  • Nash, R. (2009). The active classroom: Practical strategies for involving students in the learning process. Thousand Oaks, CA: Corwin Press.
  • Nash, R. (2012).  From seatwork to feetwork: Engaging students in their own learning. Thousand Oaks, CA: Corwin.
  • Silberman, M. (1996). Active Learning: 101 strategies to teach any subject. Needham Heights, Mass: Simon & Shuster Co.  
  • Small G., Vorgan, G. (2008). iBrain: surviving the technological alteration of the modern mind. New York: HarperCollins.
  • Twilight of the Lecture. Harvard Magazine.
  • What is active learning? University of Minnesota, Center for Teaching and Learning.
  • Why do active learning? Queen’s University.
  • University of Toronto Centre for Teaching Support & Innovation. (n.d.). Active Learning and Adapting Teaching Techniques. Retrieved Dec 6, 2022, from https://tatp.utoronto.ca/wp-content/uploads/sites/2/Active-Learning-and-Adapting-Teaching-Techniques1.pdf.
 
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