I had to remind them of their roles. As an instructor of English composition mostly developmental , I have struggled to find ways to get students to engage themselves actively in their learning activities. Although I used the activity with grammar rules, it could easily be adapted to suit the needs of any instructor in any discipline. On a scale of , I rate the overall value I received from the workshop as a They wanted to think silently until they could say the answer. Now, however, I think this activity has the potential to yield for me many new nuggets of information, and I am looking forward to revising my curriculum to incorporate the activity much earlier and often throughout the semester. Patricia Cross, and Claire Howell Major.

Thank you for making me a better teacher. The role of the listener is to encourage the problem solver to think aloud, describing the steps to solve the problem. Select pairs at random to choose their most challenging problem to write on the board and explain to the class. I realized that if I were to introduce this activity very early in the semester, my students would have a much easier time with the essay assignments, and they would be very likely to do better in the class. Thank you so much on behalf of myself and all of my present and future students!

No students found a way to avoid participating in this activity.

## Jurnal Edukasi dan Penelitian Matematika

Ask students to share any insights they had about learning to solve problems. Thank you for making me a better teacher. Ask students to solve a set of problems, alternating roles with each new problem.

I have never before felt a workshop I attended helped me to teach. It appeared to me that this was a habitual behavior for them—it was as if they were accustomed to giving up if they did not immediately know the answer.

# Jurnal Edukasi dan Penelitian Matematika

This workshop should be required for all faculty, staff, and administrators. Patricia Cross, and Claire Howell Major.

Before I started the think-aloud activity I introduced the general grammar rule that subjects must agree with their verbs, and asked them to turn to the appropriate page in their workbooks. Had I spent more time considering a debriefing activity, I think students would have been able to learn more than just the one I really focused on.

I wanted to have students learn and practice problem-solving strategies, which they did.

They wanted to think silently until daalah could say the answer. Students have specific roles—problem solver and listener—that they alternate with each problem. Ask students to form pairs. Although I used the activity with grammar rules, it could easily be adapted to suit the needs of any instructor in any discipline.

I told them they both had to come to the board and that one prlblem write, and one would explain to the class. In the activity I describe here, students work in pairs to solve a series of problems.

On a scale ofI rate the overall value I received from the workshop as a Like many instructors, I get tired of seeing my students looking out the window, sending text messages, or doing some other equally non-productive activity during my class sessions.

After all three pairs had finished and returned to their seats, I repeated the process with a second handout with different specific subject-verb agreement rules and appropriate problems to be solved. To diminish these behaviors, I have incorporated many active-learning strategies into my classroom, but I continue to see many non-engaged behaviors that suggest to me that students are still not actively engaging in the planned activities.

The role of the listener is to encourage the problem solver to think aloud, describing the steps to solve the problem. I definitely achieved my first purpose, which was to have students actively engage in the learning activity. Although these students struggled the most through the activity, they were the ones who appeared to enjoy it the most by the end of the class session. I reviewed Point of View by writing typical first- second- and third-person pronouns and nouns on the board.

Select pairs at random to choose their most challenging problem to write on the board and explain to the class. I was amazed to discover that many of my students did not, on their own, make any further attempt to solve the problem. The students set to work, and I noticed that nearly all of them were having trouble verbalizing their thinking processes. I realized that if I were to introduce this activity very early in the semester, my students would have a much easier time with the essay assignments, and they would be very likely to do better in the class.

Now, however, I think this activity has the potential to yield for me many new nuggets of information, and I am looking forward to revising my curriculum to incorporate the activity much earlier and often throughout the semester.

## Think-Aloud Pair Problem Solving

Explain to students the roles of problem solver and listener. After all of the pairs had solved all of the problems on the second page of the handout, I chose three pairs at random and asked them to choose the problem that challenged them the most and write it on the board. They learned and practiced at least one problem-solving strategy, which was to look at the rule and apply it to a particular sentence. At the time, I thought it was an interesting presentation, but quickly dismissed the idea that I could possibly adapt Think-Aloud Problem Solving to suit my purposes.

It would be helpful here to have these roles solbing on the board, overhead or handout.