Effect of think-pair-share in a large CS1 class

Kothiyal, Aditi; Majumdar, Rwitajit; Murthy, Sahana; Iyer, Sridhar

doi:10.1145/2493394.2493408

Cited by 90 publications

(76 citation statements)

References 16 publications

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“…In pair phase students were able to draw correct Gantt chart and they get correct answer for waiting time and turnaround time. 1) Share Phase -Students engage in a class-wide discussion, sharing their answers and reasoning, and debating alternate solutions (Aditi et al, 2013). Pair phase gives enough time to share their thoughts and have a discussion with each other; instructor allows each group to choose who will present their thoughts, ideas, and questions.…”

Section: Methodology Usedmentioning

confidence: 99%

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Improving the Student Performance Using Think-Pair-Share for Operating System

Pardeshi¹

2016

Journal of Engineering Education Transformations

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:It is observed that while delivering a lecture in class it is good to ask questions to check understanding of the students, but not all students are able to answer the questions. It is also observe that whenever instructor asks a particular student for answer, other students stop processing for their answer. To keep all the students actively engaged in the class one of the active teaching-learning strategies that is Think-Pair-Share (TPS) has been implemented. TPS is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a class wide discussion. As the Operating System is core subject of computer science engineering, therefore the activity was conducted for the third year students to improve students' conceptual understanding. In this paper, one group Pre-Test and Post-Test model is considered. The experimental results and students feedback related to the activity are also presented.

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Section: Methodology Usedmentioning

confidence: 99%

“…The authors (Aditi et al, 2013) determined patterns of student engagement in the three phases using a real-time classroom observation protocol that they developed and validated. They found that 83% of students on average were fully or mostly engaged.…”

Section: Introductionmentioning

confidence: 99%

Improving the Student Performance Using Think-Pair-Share for Operating System

Pardeshi¹

2016

Journal of Engineering Education Transformations

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“…In this activity, students think about a question or problem individually, then discuss their thoughts with a peer or in a group, and finally present the class the thoughts that they have formed as a pair or a group (McTighe and Lyman, 1988). This technique has been proven many times to facilitate more profound and meaningful learning (Prahl, 2017;Bamiro, 2015;Kothiyal et. al., 2013).…”

Section: The Think-pair-share Strategymentioning

confidence: 99%

Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

Demirci

Duzenli

2017

WJE

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Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores how a teacher can employ the strategy to both promote active learning and conduct formative assessment in a time-efficient way. To do this, a TPS activity was designed on an online platform along with an assessment rubric for student products. In 60 minutes, students thought individually on the topic provided, discussed and collaborated in groups and finally wrote down their paragraphs on the online tool. Each group shared paragraphs simultaneously. The teacher examined the paragraphs in terms of the predefined learning outcomes and determined the points to be revised. The students answered an open-ended online questionnaire a day later and the qualitative data were analyzed through a coding system. The assessment results successfully showed the learning points to be revisited and the results of the questionnaire supported the assessments of the teacher. The majority of the students revealed that they were satisfied and willing to do the activity again in the future.

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“…We propose a similar approach where students first experience a concept individually and then apply it within a team. Kothiyal et al describe a large programming course which uses TPS [16]. The course includes programming labs and lectures with two TPS activities: students worked on questions individually first, and then in pairs, while the instructor helps in case of questions.…”

Section: Related Workdmentioning

confidence: 99%

Interactive Learning

Krusche

Seitz

Börstler

et al. 2017

Proceedings of the Nineteenth Australasian Computing Education Conference

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In large classes, there is typically a clear separation between content delivery in lectures on the one hand and content deepening in practical exercises on the other hand. This temporal and spatial separation has several disadvantages. In particular, it separates students' hearing about a new concept from being able to actually practicing and applying it, which may decrease knowledge retention.To closely integrate lectures and practical exercises, we propose an approach which we call interactive learning: it is based on active, computer based and experiential learning, includes immediate feedback and learning from the reflection on experience. It decreases the time between content delivery and content deepening to a few minutes and allows for flexible and more e cient learning. Shorter exercise cycles allow students to apply and practice multiple concepts per teaching unit directly after they first heard about them.We applied interactive learning in two large software engineering classes with 300 students each and evaluated its use qualitatively and quantitatively. The students' participation increases compared to traditional classes: until the end of the course, around 50 % of the students attend class and participate in exercises. Our evaluations show that students' learning experience and exam grades correlate with the increased participation. While educators need more time to prepare the class and the exercises, they need less time to review exercise submissions. The overall teaching e↵ort for instructors and teaching assistants does not increase.

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Effect of think-pair-share in a large CS1 class

Cited by 90 publications

References 16 publications

Improving the Student Performance Using Think-Pair-Share for Operating System

Improving the Student Performance Using Think-Pair-Share for Operating System

Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

Interactive Learning

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