Two of the pairs arrived at incorrect answers, and many students noticed. Ask students to share any insights they had about learning to solve problems. I told them they both had to come to the board and that one would write, and one would explain to the class. To have students actively engage in the learning process To have students learn to identify relevant information and apply it in the solution of a problem To have students learn and practice problem-solving strategies A set of problems to solve I used problems from the grammar workbook I use in my class Plenty of writing instruments for writing on the board dry erase markers for whiteboards, chalk for blackboards, etc. The listener may also ask clarification questions and offer suggestions, but should refrain from actually solving the problem. It helps to model the process so students can see what it looks like.

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. The listener may also ask clarification questions and offer suggestions, but should refrain from actually solving the problem. Students have specific rolesâ€”problem solver and listenerâ€”that they alternate with each problem. The On Course Workshop was the most productive learning experience I have had in years. Ask students to form pairs.

The role of the listener is to encourage the problem solver to think aloud, describing the steps to solve the problem.

It would be helpful here to have these roles written on the board, overhead or handout. As an instructor of English composition mostly developmentalI have struggled to find ways to get students to engage themselves actively in their learning activities. I was amazed to discover that many of my students did not, on their own, make any further attempt to solve the problem. 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 adwlah solved.

I am going back to campus more empowered and energized. I also achieved my second purpose, which was to have students learn to identify relevant information in this case, subject-verb agreement rules and apply it to particular instances.

## Jurnal Edukasi dan Penelitian Matematika

I had to remind them of their roles. I did not do that this time, but I will definitely include it in the future. 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. That tells me that they have never learned that they need to develop some strategies for solving ptoblem problems that confront them. They wanted to think silently until they could say the answer.

Ask students to share any insights they had about learning to solve problems. Explain to students the roles of problem solver and listener.

## Think-Aloud Pair Problem Solving

Select pairs at random to choose their most challenging problem to write on the board and explain to the class. I reviewed Point of View by writing typical first- second- and third-person pronouns and nouns on the board.

Although I used the activity with grammar rules, it could easily be adapted to (tpaps) the needs of any instructor in any discipline.

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.

Because I know my students will be much more successful if they actively engage themselves in their learning experiences, I am constantly on the lookout for activities that will better facilitate active student engagement. I wanted to have students learn and practice problem-solving strategies, which they ppair.

Ask students to solve a set of problems, alternating roles with each new problem. I told them they both had to come to the board and that one would write, and one would explain to the class. The On Course Workshop was the most productive learning experience I have had in years.

Two of the pairs arrived at incorrect answers, and many students noticed. Now, however, I think this activity has the potential to yield for prolbem 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. It helps to model the process so students can see what it looks like.

I definitely achieved my first purpose, which was to have students actively engage in the learning activity. On a scale ofI rate the overall value I received from the workshop as a The students set to probem, and I noticed that nearly all of them were having trouble verbalizing their thinking processes.

# Jurnal Edukasi dan Penelitian Matematika

Thank you so much on behalf of myself and all of my present and future students! 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 solivng. As I moved around the room, I repeatedly found students thinking silently before they would speak. In my 31 years of teaching this was the best and most critically needed of any workshop I have ever attended. No students found a way to avoid participating in this activity.

The listener pai also ask clarification questions and offer suggestions, but should refrain from actually solving the problem.