ThinkAloud Pair ProblemSolving (classroom)
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Using ThinkAloud Pair ProblemSolving activity to facilitate problemsolving in a classroom
Instructor Prep Time  Medium 

Student Activity Time  Low 
Instructor Response Time  Medium 
Complexity of Activity  Medium 
Description
ThinkAloud Pair ProblemSolving has student pairs receive a series of problems and are assigned specific roles that change with each question. The problemsolver thinks aloud about his/her problemsolving process. The partner listens, tries to understand the reasoning behind the steps, and offers suggestions if there are missteps.

Use it when you want...
 Students to articulate their problemsolving process and listen to another’s process,
 To increase students’ awareness of the range of problemsolving approaches, or
 To improve students' analytical skills by helping them formulate ideas, understand the sequence of steps underlying their thinking, and identify errors in another's reasoning.
What students will need
 No special requirements for this approach.
Workflow
The following workflow is meant as guidance for how you can facilitate a ThinkAloud Pair ProblemSolving learning activity within a classroom.
PreClass
 Develop a set of fieldrelated problems that students can solve within a limited time frame. The topic should engage students in all stages of problemsolving skills: identifying the nature of a problem, analyzing the knowledge and skills required to reach a solution, identifying potential solutions, choosing the best solution, and evaluating outcomes.
InClass
 Ask students to form pairs.
 Explain to them the roles of problemsolver and listener. Problemsolvers read the problem aloud and talk through the reasoning process in attempting to solve the problem. Listeners encourage the problemsolver to think aloud, ask clarification questions, and offer suggestions but refrain from solving the problem.
 Ask students to solve a set of problems, alternating roles with each new problem.
 End the activity when students have solved all problems.
 Review the students’ solutions to the problems they studied.
 Review the outcomes of the activity.
Accessibility and Room Considerations
 None
Technical Documentation
 None
Examples
Example 1
In Developing Language Skills for International Students, the professor is teaching grammar skills to English as a Second Language (ESL) students. He uses the ThinkAloud Pair ProblemSolving approach to create an activity in which students use sentence diagramming to help them understand the relationship to the various parts of speech. First, he explains the process of diagramming. Next, he demonstrates the process by parsing and graphing several examples on the board. Finally, he has students form pairs and gives each pair a set of sentences for them to the diagram. Students should talk out loud as they make decisions while their partner listens and offers suggestions when necessary. After they complete all sentences, they select one sentence, diagram it on the board, and share the process and rationale behind their solution with the class (Barkley 227228).
Example 2
In Introduction to Statistics, the professor has students review a video lecture on regression analysis before class. In class, she uses ThinkAloud Pair ProblemSolving to have students practice the process. She prepares a handing that includes problems with an attached printout of data. Students use this data to solve ten problems. Students pair with the student next to them. She explains the roles of the problemsolver and the listener. The students work on the problems, alternating between roles until all ten problems are solved. She spends the remaining time in a wholeclass discussion to review the answers and clarify questions regarding the problemsolving process (Barkley 228229).
Citation/Source
Barkley, Elizabeth F. et al. Collaborative Learning Techniques A Handbook For College Faculty. Wiley, 2014. pp. 226231.