Q No.1 Elaborate different types of classroom discussion.
Answer
Structure
of Classroom Discussion
Marilla and Svinicki (2011,
Pp.133-134) have elaborated the structure of classroom discussion. The
discussion class is necessarily a tiny crowd trying to complete an assignment.
As such, the class can perform its tasks more effectively if each student in the
group is conscious of the different types of activities and responsibilities
he/she can perform to make discussion smoother. Every individual has his own
specific style of acting in classroom discussion. Some students prefer to lead,
some students work to keep the group focused on the discussion task, and some
act to keep the group from taking itself too seriously. Here are some different
tasks students usually perform in discussion group:
Types
of Classroom Discussion
There are different types of classroom
discussion which can be effectively used by the teacher. Kinne (2000) has
suggested the following types of classroom discussion:
Small
Groups
Small groups have fewer than 20
members, making it easier for people to actively participate. They meet as small
gatherings or as break-outs of large meetings and offer many opportunities for
creative, flexible interchange of ideas and lively, meaningful participation.
Small group discussion in usually preferred for classroom discussion. Size will
depend on time and the sensitivity or complexity of the subject. In most cases
each group selects a reporter to summarize its discussion. Haugen (1998) has
given some suggestions for small group discussion:
1. Make a safe place. Students don’t
contribute to a discussion if they are afraid that they will be ridiculed for
what they say.
2. Small group discussion is useful
when there are clear learning objectives. Teacher should have clear objectives
for the discussions and communicate them clearly. It's helpful for the teachers
and students if the objectives are stated in "action" terms. Useful
objectives relate to what students should know, understand, be able to apply,
or use effectively. The memorization of a list of facts or dates is not in
itself very useful objective but being able to identify how current events both
resemble and differ from an historic event, for example, would be a workable
objective.
3. Teacher should formulate and
communicate his/her expectations of the students. Will they be graded on
participation? So, there should be clear expectations for what is expected from
the students and how they will be tested. Students also need to understand what
they will have to know, how well they need to know it, and how they will have
to demonstrate what they know.
4. Avoid yes/no questions. Ask
"why" or "how" questions that lead to discussion and when
students give only short answers, ask them to elaborate. Also, avoid questions
that have only one answer.
5. Don't fear silence. This may be
the most difficult thing to do but it's absolutely essential. When small group
discussion is facilitated, teacher tends to feel that a lack of response within
one or two beats is stretching into an eternity. But even if teacher has posed
a very interesting question or situation, the students will need some time to
think and formulate a response.
6. When possible, set up the room for
discussion. A circle works best, especially if the group can sit around a
table. If it’s difficult to re-arrange the furniture; then teacher should move
around the room, sit among the students; become a discussion participant rather
than a teacher.
7. Get to know the students' names
and who they are. Students are more likely to be engaged with the group if
addressed by name rather than by being pointed at. If a teacher knows the
interests, majors, experiences, etc. of the students, it becomes much easier to
think of ways to involve them.
8. Participants should be provided
positive feedback. Feedback can be a good means of getting through a lull in
the discussion also. A recap of what has been discussed so far helps to
reinforce main points, and often stimulates further discussion.
9. Show enthusiasm for the subject.
Students can’t become interested in a discussion topic for which the instructor
shows no enthusiasm. If teacher is interested in the subject, then it will help
him to discover what students think and feel about it.
10. Teach students how to
participate. Many of them may have had little or no experience with small group
discussion, and most of those who have experience have never been taught how to
do it well. Teacher could prepare a handout for his students or assign a
project that involves their preparing information for the rest of the group
about small-group communications.
11. Ease students into discussion.
One tactic is to arrive at the classroom early and engage the first students to
arrive in "chit chat" about the weather, a recent sports event,
something in the news, etc. The point is to get students comfortable and
talking so that to make them at ease into the subject for the day. This will
also help teacher to establish the idea that discussion is a natural process,
not cruel and inhuman punishment, or something with which they have no
experience.
12. Teacher should also clarify his
role as a discussion facilitator. If a teacher is uncomfortable, his students
will also be uncomfortable.
13. Provide opportunities for
students to talk to each other in smaller, unsupervised groups so that they get
to know each other and become comfortable with sharing ideas. Instructor can do
this with small "break-out" groups which are assigned a specific task
about which they will report to the larger group. Students can also be assigned
group projects, encouraged to form small study groups, or have the class form
interest groups which are responsible for contributing something related to
their particular interest periodically. The point is to encourage interaction
that is not under the watchful eye of the instructor and helps students to
become comfortable with each other.
14. Manage both process and content.
This is often rather difficult at first but becomes much easier with practice.
Good discussion is as much about process as it is about content and if teacher
concentrates on one but neglects the other, he is likely to have problems. To a
great extent, teacher will need to take his cues from the students. While
instructor is part of the discussion, he has the added responsibility of
monitoring it as well.
15. Listen, learn, and adapt. There
is no single prescription for all groups. Much like individual people, groups
have individual characters and teacher will need to adapt his style to them as
much as is comfortable for him. If instructor can be open to those differences,
they will become part of what makes teaching an interesting challenge year
after year after year.
Buzz
Groups
In buzz group every member of a
larger group is directly involved in a discussion process. Participants discuss
in pairs for a limited period. This method is especially effective for
articulating ideas in preparation for a general discussion or to give
expression to personal response to a film, presentation, or experience. After
talking in pairs, couples might be asked to combine in groups of four and
compare their opinions. (Lesmeister, 2011). In buzz groups the learners are
divided into small groups, usually two or three. These small groups meet for a
short period to consider a simple question or problem. The ideas, thus
exchanged, may then be presented to the other participants by each of the small
groups in turn, so promoting further discussion.
Buzz groups are devised to enable
every person in a group to seek advice from other members of a group, to
produce fresh ideas on a topic and to resolve a clashes within a group. There
is a discussion leader who poses a simple question or problem. This is
discussed by the small groups for a limited period (up to three minutes)
without any time for preparation or reflection. A representative of each small
group then reports briefly to the other participants. This method is equally
effective for small and large groups. For small groups, it can be used to
consult all the members of a group on a precise question. It can be applied to
settle a conflict between members of a group. Or it can be used to produce
fresh ideas on a topic or a problem. In all these cases, it can be used within
a group which is already discussing a topic, or is about to discuss a topic.
On the other hand, it can be used
with a much larger group at the beginning, or during a talk. In such a case,
the participants simply turn to face one another, making small groups of two or
three people, without too much disturbance, or rearrangement of the chairs.
After the discussion, they turn to face the speaker and report clxii their findings.
It is worth noting that a similar method (known in French as 'Six Six')
involves larger groups of up to six people, discussing a topic for up to six
minutes (hence the title). This can also be used at the beginning of, or during
a talk (The Scout Association, 1999).
Lesmeister (2011) has given the role
of facilitator in buzz group. He has indicated that the facilitator should
split the large group into smaller groups (3-5). Then he should present a
problem or pose a question for the brainstorming of the groups. Every group
should be given 5-10 minutes. To discuss simple topics, each group should be
given 5 minutes, and 10 minutes for difficult or complex topics. Afterwards,
each group should be encouraged to report (1-2) key thoughts from their discussion.
Please Check Solutions to Other B. ed Assignments (Autumn 2018)
____________________________________________________________________
Q
No 2. What is cooperative learning and what are different strategies used for
it? Describe principles
of cooperative learning?
Answer
INTRODUCTION
Cooperative learning is an
educational approach to teaching and learning that involves groups of learners
working together to solve a problem, complete a task, or create a product.
Cooperative learning is based on the idea that learning is a naturally social
act in which the participants talk among themselves. Cooperative Learning (CL)
is a philosophy. In all situations where people come together in groups, it
suggests a way of dealing with people which respects and highlights individual
group members’ abilities and contributions. There is a sharing of authority and
acceptance of responsibility among group members for the group’s actions. The
theme of cooperative learning is based upon consensus building through
cooperation by group members, in contrast to competition among individuals.
There are many mechanisms for group analysis and introspection the fundamental
approach is teacher centered whereas cooperative learning is more student
centered.
COOPERATIVE
LEARNING
Cooperative learning is the
instructional use of small groups so that students work together to maximize
their own and each other’s learning (Johnson and Johnson, 1993, p. 9). Further
these are principles and techniques for helping students work together more
effectively (Jacobs, Power, & Loh, 2002, p. 1). According to UNESCO 2003:
Cooperative learning is the process of getting two or more students to work
together to learn. Students often work in small groups composed of participants
with differing ability levels and using a variety of learning activities to
master material initially developed by an instructor, or construct knowledge on
substantive issues. Each member of the team is responsible for learning what is
taught and for helping teammates learn
Panitz
(1996) differentiates between collaboration and cooperation
in the following words:
Sharing of
Ideas in Cooperative Learning
Speaking in groups is more natural, because in real
life students spend most of their time talking to one another. If they speak to
a large group of people, it is usually a more formal situation where they have
spent time preparing what they are going to say (Qiang, 2007, p100). Small
group work helps students learn to work cooperatively and it helps them develop
interpersonal skills. When students work with other students who are not their
friends, they learn how to work with a wider variety of people and this fosters
development of tolerance, mutual respect and harmony. If students cooperate in
harmony and with joy, anxiety will surely be forgotten.
Benefits
to Learners
● Work at own pace and control their learning path
● Learn from an infinitely patient tutor
● actively pursue learning and receive feedback
Benefits
to Teachers
● Allows for creative work
● Saves time for more challenging topics
● replaces ineffective learning activities
● Increases student contact time for discussion
Specific
uses of multimedia include:
● Drill and practice to master basic skills
● The development of writing skills
● Problem solving
● Understanding abstract mathematics and science
concepts
● Simulation in science and mathematics
Please Check Solutions to Other B. ed Assignments (Autumn 2018)
Q No.3 b) Discuss different techniques of students’ evaluation.
Answer
STUDENTS’
EVALUATION
According to Tufo (2002) evaluation is the process of
determining the value or worth of a program, course, or other initiative,
toward the ultimate goal of making decisions about adopting, rejecting, or
revising the innovation. It should not be confused with assessment, which
encompasses methods for measuring or testing performance on a set of
competencies. Evaluation is the more inclusive term, often making use of
assessment data in addition to many other data sources. While student
evaluation is to make decisions about teaching and students’ performance.
Understanding the purposes of evaluation helps teachers make decisions about
the types of assessments and criteria they will use in evaluating student
progress. The purpose of an assessment may be clarified by asking "who is
this information for and how will it be used. There are different techniques
for students’ evaluation. Davis (1993) has highlighted following tools for
students’ evaluation:
Questioning:
A very simple tool for checking effective teaching is
to incorporate specific questions within a lesson to gauge student
understanding of the material. For example, an instructor may ask students to
verbally answer a question similar to one that will be asked on an exam. This
tool is more useful than simply asking if students have any questions because
students who are confused may not be able to articulate their questions.
Moreover, some students may falsely believe they understand the lesson and not
ask questions. Checking for understanding within a lesson helps the instructor
discover students’ level of learning and to make adjustments during the lesson
itself.
Classroom
Response Systems:
A problem with simple questioning is that an
instructor generally will get a response from only one or two students rather
than the entire class. This problem can be resolved with a few strategies that
fall under the Classroom Response umbrella.
The first strategy is the easiest to implement. An
instructor asks a multiple choice question or makes an agree/disagree statement
about the material. Students indicate by the position of their thumb whether
they believe the answer is A (upright), B (sideways), or C (downward) or Agree
(upright) or Disagree (downward).The instructor can then quickly look around
the room to determine how many students have the correct answer. The second
strategy involves the use of colored index cards. Its method is identical to
the first strategy except that the instructor is using color coded cards for
the responses. The advantage of using colored index cards is that they are
easier to see than thumbs.
The third strategy involves the use of hand-held remote
controls (“clickers”) to measure student responses. The technology is linked to
software in a computer, either a laptop or a classroom computer and can keep a
record of student responses. Many instructors use this technology by imbedding
the question into their presentation software. Both the instructor and students
receive immediate feedback to the responses. In addition to the recordkeeping
aspect of this system, a primary advantage of clickers is student anonymity in
their responses in the classroom. A major disadvantage is the cost and
performance reliability of the clickers themselves.
Open
Class Discussion:
This technique can be used either during the class
session or by monitoring student online discussion. By asking discussion
questions that require critical thought, instructors are able to gauge
students’ understanding of the lesson material and whether they are making
necessary connections to other course material. Many times students believe
they know the material but their misunderstandings are revealed during
discussion.
Minute
Paper:
This evaluation tool is done at the end of class
several times during the quarter. It derives its name from the fact that
students spend no more than one minute answering any number of questions. The
instructor reads the responses before the next class meeting and responds
appropriately.
Index
Card:
A variation on the Minute Paper is for the instructor
to write the responses to the following questions on a 3 x 5” index card
following a lesson: “What worked? What didn’t work? What are some ideas for
changing the lesson?” The 3 x 5 card limits the amount of information than can
be written down and serves as a reminder to write down ideas but to only spend
a few minutes writing them down. Attach the card to the lesson notes to serve
as a reminder the next time the lesson is taught.
Course
Exams and Assignments:
Student success on course exams and assignments are a
powerful data source on teaching effectiveness. A short questionnaire at the
end of exams can ask students to identify which questions were the most
difficult to answer and why they were difficult. A pattern may develop that can
be used to make changes. Additionally, an instructor may ask students to
critique assignments.
Mid-quarter
evaluation:
An effective way of gauging student learning and
satisfaction is via anonymous mid-quarter evaluations. The evaluations can take
a variety of forms. A simple survey asking students to describe what is
working, what is not working, and suggestions for change can be conducted via
paper-pencil or online. Many of the course management systems have tools that
allow anonymous feedback. Instructors need to check with their system’s
administrator to find out how to do it. Many instructors provide 15-25 minutes
of class time to a neutral party for the purpose of getting feedback from
students. A more formal method is to use the same forms that are used for
course evaluations. One thing to note is that even if course changes cannot be
made during the quarter the evaluation takes place, mid-quarter evaluations
allow instructors to engage in dialogue with their students regarding the
teaching-learning process and students will feel more positive toward the
instructor.
Please Check Solutions to Other B. ed Assignments (Autumn 2018)
_____________________________________________
Q No. 4 a) briefly express the need and importance of teaching tools in education.
Answer
THE
TEACHING TOOLS in education
Every individual has the tendency to
forget. Proper use of teaching tools helps to retain more concepts permanently.
Students can learn better when they are motivated properly through different
teaching tools. Teaching tools develop the proper image when the students see,
hear taste and smell properly. Teaching tools provide complete example for
conceptual thinking. The teaching tools create the environment of interest for
the students. Teaching tools helps to increase the vocabulary of the students.
Teaching tools helps the teacher to get sometime and make learning permanent.
Teaching tools provide direct experience to the students.
Need
and Importance
Teaching aids play very important
role in Teaching- Learning process. Importance of teaching aids are as follows:
1) Motivation: Teaching aids motivate the students so that they can learn
better. 2) Clarification: Through teaching aids, the teacher clarifies the
subject matter more easily. 3) Discouragement of Cramming: Teaching aids can
facilitate the proper understanding to the students which discourage the act of
cramming. 4) Increase the Vocabulary: Teaching aids helps to increase the
vocabulary of the students more effectively. 5) Saves Time and Money: Teaching
aids are helpful to save time and money 6) Classroom Live and active: Teaching
aids make the classroom live and active. 7) Avoids Dullness: Teaching aids
motivate the students to take active part in the classroom activities and avoid
dullness. 8) Direct Experience: Teaching aids provide direct experience to the
students
Please Check Solutions to Other B. ed Assignments (Autumn 2018)
_________________________________ ______
Q No. 4 b) Highlight the problems in using projectors in the classrooms.
Answer
Many researchers have defined scientific method with
slight difference but the main theme is the rigorous approach adopted to
resolve the science and social science problems. According to Keyes (2010)
definitions of the scientific method can be found in textbooks in both the
social and natural sciences and, while some variations exist, all have certain
common features. Students collected a number of definitions of scientific
method from textbooks in the natural (“hard”) sciences and then were asked to
compare these to the one provided in their sociology textbook. Some definitions
list the steps or process involved while others provide a general overview of
the method. Consider the following definitions in the light of different
disciplines.
Resource Arranger
· This
person arranges for supplies and resources for the session.
· Resources
may include reference books from the library, peer tutors, or overhead
projectors
Most teaching tools are visual in nature. Blackboards
and whiteboards, posters, calendars, charts, drawings, and overhead projectors
are all examples of visual teaching tools. This type of tool is important
because many people learn best through use of visual/special thinking. Some
teaching tools are aurally-based. These aural aids include recordings of spoken
broadcasts and songs. Audio-visual teaching tools include film projectors,
videocassettes, DVDs, and movies on the Web. Though audio-visual aids were once
seen as a method for students to teach themselves, they are now considered to
be educational tools rather than a replacement for teachers.
Please Check Solutions to Other B. ed Assignments (Autumn 2018)
_________________________________ ______
Q No. 4 C) what steps are required for preparing effective audiovisual aids?
Answer
The key to preparing effective audiovisual aids is to
remember that they are only aids. Their role is to add a visual dimension to
the points that you made orally. They cannot make those points for you; they
can only reinforce them. When you plan for audiovisual aids, follow these
simple guidelines:
1. We can use them to summarize or show the sequence
of content.
2. We can use them to visually interpret statistics by
preparing charts and graphs that illustrate what you will say.
3. We can use them to illustrate and reinforce your
support statements.
4. We can use them to add visual clarity to your
concepts and ideas.
5. We can use them to focus the attention of the
target group on key points.
6. We should not project copies of printed or written
text. Instead, summarize the information and show only the key points on the
visual aids. If the group must read every word, use handouts for reading,
either before or after your presentation.
7. Do not put yourself in the role of aiding your
visuals: A presentation is primarily an oral form of communication. If your
only function is to read the information on your overheads or slides, the
target group will become easily bored.
8. Do not use copies of your transparencies as
handouts. They reinforce what you are saying-- they don't say it for you. If
you want your target group to remember what you meant, you'll need to provide
written text in addition to any key point summaries or charts that you need for
your transparencies.
9. Do not use charts, graphs, or tables that contain
more information than you want to provide. The group will have difficulty focusing
on the point that you're trying to make.
Please Check Solutions to Other B. ed Assignments (Autumn 2018)
_________________________________ ______
Q No. 5 Write Short notes on:
A. Small Groups
Small groups have fewer than 20 members, making it
easier for people to actively participate. They meet as small gatherings or as
break-outs of large meetings and offer many opportunities for creative,
flexible interchange of ideas and lively, meaningful participation. Small group
discussion in usually preferred for classroom discussion. Size will depend on time
and the sensitivity or complexity of the subject. In most cases each group
selects a reporter to summarize its discussion. Haugen (1998) has given some
suggestions for small group discussion:
1. Make a safe place. Students don’t contribute to a
discussion if they are afraid that they will be ridiculed for what they say.
2. Small group discussion is useful when there are
clear learning objectives. Teacher should have clear objectives for the
discussions and communicate them clearly. It's helpful for the teachers and
students if the objectives are stated in "action" terms. Useful
objectives relate to what students should know, understand, be able to apply,
or use effectively. The memorization of a list of facts or dates is not in
itself a very useful objective but being able to identify how current events
both resemble and differ from an historic event, for example, would be a
workable objective.
3. Teacher should formulate and communicate his/her
expectations of the students. Will they be graded on participation? So, there
should be clear expectations for what is expected from the students and how
they will be tested. Students also need to understand what they will have to
know, how well they need to know it, and how they will have to demonstrate what
they know.
4. Avoid yes/no questions. Ask "why" or
"how" questions that lead to discussion and when students give only
short answers, ask them to elaborate. Also, avoid questions that have only one
answer.
5. Don't fear silence. This may be the most difficult
thing to do but it's absolutely essential. When small group discussion is
facilitated, teacher tends to feel that a lack of response within one or two
beats is stretching into an eternity. But even if teacher has posed a very
interesting question or situation, the students will need some time to think
and formulate a response.
6. When possible, set up the room for discussion. A
circle works best, especially if the group can sit around a table. If it’s
difficult to re-arrange the furniture; then teacher should move around the
room, sit among the students; become a discussion participant rather than a
teacher.
7. Get to know the students' names and who they are.
Students are more likely to be engaged with the group if addressed by name
rather than by being pointed at. If a teacher knows the interests, majors,
experiences, etc. of the students, it becomes much easier to think of ways to
involve them.
8. Participants should be provided positive feedback.
Feedback can be a good means of getting through a lull in the discussion also.
A recap of what has been discussed so far helps to reinforce main points, and
often stimulates further discussion.
9. Show enthusiasm for the subject. Students can’t
become interested in a discussion topic for which the instructor shows no
enthusiasm. If teacher is interested in the subject, then it will help him to
discover what students think and feel about it.
10. Teach students how to participate. Many of them
may have had little or no experience with small group discussion, and most of
those who have experience have never been taught how to do it well. Teacher
could prepare a handout for his students or assign a project that involves
their preparing information for the rest of the group about small-group
communications.
11. Ease students into discussion. One tactic is to
arrive at the classroom early and engage the first students to arrive in
"chit chat" about the weather, a recent sports event, something in
the news, etc. The point is to get students comfortable and talking so that to
make them at ease into the subject for the day. This will also help teacher to
establish the idea that discussion is a natural process, not cruel and inhuman
punishment, or something with which they have no experience.
12. Teacher should also clarify his role as a
discussion facilitator. If a teacher is uncomfortable, his students will also
be uncomfortable.
B. Buzz Groups
In buzz group every member of a larger group is
directly involved in a discussion process. Participants discuss in pairs for a limited
period. This method is especially effective for articulating ideas in
preparation for a general discussion or to give expression to personal response
to a film, presentation, or experience. After talking in pairs, couples might
be asked to combine in groups of four and compare their opinions. (Lesmeister,
2011).
In buzz groups the learners are divided into small
groups, usually two or three. These small groups meet for a short period to
consider a simple question or problem. The ideas, thus exchanged, may then be
presented to the other participants by each of the small groups in turn, so
promoting further discussion. Buzz groups are devised to enable every person in
a group to seek advice from other members of a group, to produce fresh ideas on
a topic and to resolve a clashes within a group. There is a discussion leader
who poses a simple question or problem. This is discussed by the small groups
for a limited period (up to three minutes) without any time for preparation or
reflection. A representative of each small group then reports briefly to the
other participants. This method is equally effective for small and large
groups.
For small groups, it can be used to consult all the
members of a group on a precise question. It can be applied to settle a conflict
between members of a group. Or it can be used to produce fresh ideas on a topic
or a problem. In all these cases, it can be used within a group which is
already discussing a topic, or is about to discuss a topic. On the other hand,
it can be used with a much larger group at the beginning, or during a talk. In
such a case, the participants simply turn to face one another, making small
groups of two or three people, without too much disturbance, or rearrangement
of the chairs. After the discussion, they turn to face the speaker and report
their findings.
It is worth noting that a similar method (known in
French as 'Six Six') involves larger groups of up to six people, discussing a
topic for up to six minutes (hence the title). This can also be used at the
beginning of, or during a talk (The Scout Association, 1999). Lesmeister (2011)
has given the role of facilitator in buzz group. He has indicated that the
facilitator should split the large group into smaller groups (3-5). Then he
should present a problem or pose a question for the brainstorming of the
groups. Every group should be given 5-10 minutes. To discuss simple topics,
each group should be given 5 minutes, and 10 minutes for difficult or complex
topics. Afterwards, each group should be encouraged to report (1-2) key
thoughts from their discussion.
C. Talking Tickets
Talking tickets provide every student an equal
opportunity to speak. Each participant is given three talking tickets, each
representing a certain amount of "air time." Once someone has used
all her or his tickets, that person has no further opportunities to speak. This
technique not only encourages students for critical thinking, time management
and confidence, but also gives every student an equal opportunity to speak.
Whole class is involved in discussion and more talkative and less talkative
students are given equal chances to speak (Kinne, 2000).
D. Think Pair- Share
This technique was introduced in 1981 by Professor
Frank Lyman. This strategy is based on the idea of co-operative learning and
peer interaction. It is considered as a foundation stone for the development of
cooperative classroom with a basic purpose to develop thinking skills, increase
information and develop communication skills among students. The core of this
method is ‘wait or think’ time, which improves students’ responses to
questions. It is an effective and simple strategy, useful from early childhood
through all consequent stages of education. It has a very flexible structure,
which has been utilized in variety of ways for various learning purposes.
It helps students to share information, develops
effective listening ability, questioning skills, summarizing others’ ideas,
reinforces positive interdependence, enhances individual accountability, promotes
equal participation, increases simultaneous interaction and develops
paraphrasing ability. There are four steps in think-pair-share technique:
Problem:
Teacher asks students an open-ended question or poses a problem to which there
may be a variety of answers.
Think:
Students are given ‘think time’ and are directed by the teacher to think about
the problem or question.
Pair:
Students utilize the ‘think time’ and turn their faces to their learning
partner and work together to share ideas, discuss, clarify, challenge and
arrive at possible solutions.
Share:
The pair then shares their ideas with another pair, or with the whole class. It
is important that students need to be able to share their partner’s ideas as
well as their own (Ledlow, 2001).