Difference between revisions of "Think.. Pair.. Share"
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|image= <!-- Provide the filename of the image to be displayed (e.g., Design_pattern.png) --> | |image= <!-- Provide the filename of the image to be displayed (e.g., Design_pattern.png) --> | ||
|contributor= [[Kathleen A. Larson]], [[Frances P. Trees]], [[D. Scott Weaver]] | |contributor= [[Kathleen A. Larson]], [[Frances P. Trees]], [[D. Scott Weaver]] | ||
|source= Larson et al. (2008)<ref name="Larson2008">Larson, K. A., Trees, F. P., & Weaver, D. S. (2008). [http://dl.acm.org/citation.cfm?id=1753211 Continuous feedback pedagogical patterns]. In Proceedings of the 15th Conference on Pattern Languages of Programs, PLoP 2008 (p. 12). New York:ACM.</ref> | |source= Larson et al. (2008)<ref name="Larson2008">Larson, K. A., Trees, F. P., & Weaver, D. S. (2008). [http://dl.acm.org/citation.cfm?id=1753211 Continuous feedback pedagogical patterns]. In ''Proceedings of the 15th Conference on Pattern Languages of Programs, PLoP 2008'' (p. 12). New York:ACM.</ref> | ||
|dataanalysis= <!-- If applicable, list of data analyses used for mining the pattern separated by a " , "comma --> | |dataanalysis= <!-- If applicable, list of data analyses used for mining the pattern separated by a " , "comma --> | ||
|domain= <!-- Learning domain the design pattern belongs to (e.g., General, Math, Algebra) --> | |domain= <!-- Learning domain the design pattern belongs to (e.g., General, Math, Algebra) --> | ||
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[[Category:Design_patterns]] <!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | [[Category:Design_patterns]] [[Category:Patlet]]<!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | ||
Revision as of 13:04, 5 May 2017
| Think.. Pair.. Share | |
| Contributors | Kathleen A. Larson, Frances P. Trees, D. Scott Weaver |
|---|---|
| Last modification | May 5, 2017 |
| Source | Larson et al. (2008)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Actively engage students by (1) have them answering a question on themselves, then (2) discuss this with another student, and (3) have randomly chosen students share with the class their partner’s answer. Does probably not work well with larger student groups[1].
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 Larson, K. A., Trees, F. P., & Weaver, D. S. (2008). Continuous feedback pedagogical patterns. In Proceedings of the 15th Conference on Pattern Languages of Programs, PLoP 2008 (p. 12). New York:ACM.