Think-Aloud Problem Solving Protocols (TAPPS)

christmas-dinner.png  Updated: 16 June 2021
  Category: Mains
  Contributor:  Danielle Hinton, HEFI (based on Elizabeth F. Barkley & Claire H Major - Learning Assessment Techniques pp. 180-185 Links to an external site.)

 

What is it?

This paired active learning technique emphasises the problem-solving process, allowing students time and space to formulate ideas, understanding process sequencing and identifying errors in someone else's reasoning. Students in pairs are allocated problem(s) and roles - problem solver and listener. The problem solver is asked to think aloud, talking through the steps they'd take to solve the problem. The pair assigned as listener follows and attempts to understand the reasoning and the process as they hear it. At the end of a set time the pairs alternate roles. 

 

  • Indicative Preparation time: moderate / high
  • Indicative Cook Time: moderate
  • Difficulty level: Average / Expert
  • Groups Size: pair students within any sized group
  • Learning Type:  Analytical, problem solving and critical thinking skills

Ingredients

  •  Problems 
  •  Problem handouts (physical or virtual)
  •  Tutor model solution
  •  Method to collect handouts

 

Method

  1. Identify problem(s) that link to your learning outcomes and assessment that students can solve within a short (you define) time. You're looking for problem(s) that engage students in basic problem solving skills requiring concentration eg
    • identifying the nature of the problem
    • analysing knowledge and skills
    • identifying possible solutions
    • evaluating potential outcomes
  2. Create a handout for the activity with two columns - Problem and Processes
  3. Create an accompanying tutor model solution sheet that demonstrates simply the steps that you would use.
  4. Decide whether you will pair this activity with individual student preparation practice activities outside of class. 
  5. Make available additional problem(s) for those students who may complete the main problem(s) quickly.
  6. In class
    • Ask students to pair up and explain the two roles
    • Ask the pairs to complete the problem(s), alternating roles with each one completed
    • Define the time allotted for the activity and signal how you will utilise plenary / debrief time
    • Let your students know you'd like a copy of their "recordings and explanations" and how and when you will feedback to the whole class. If you do, ensure that the students can also keep a copy - perhaps via a photograph
  7. Review the problem solving of your class or just a sample if your class size is 100+ and you don't have access to colleague or PGTA support
  8. Share feedback of  trends and patterns in responses and share this with the class along with your model example

Variations

You may wish the "Listener" to take on not only the role of listening and recording but also guidance.

 

Additional Reading / Information

Barkley, EF., and Major, CH (2016) Learning Assessment Techniques : A Handbook for College Faculty, John Wiley & Sons, Incorporated. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/bham/detail.action?docID=4205832 Links to an external site. 

Lochhead, J., & Whimby, A. (1987). Teaching analytical reasoning through thinking-aloud pair problem solving. In J. E. Stice (Ed.), Developing critical thinking and problem solving abilities (pp. 72 – 93). New Directions for Teaching and Learning, No. 30. San Francisco, CA: Jossey-Bass.

MacGregor, J. (1990). Collaborative learning: Shared inquiry as a process of reform. In M. D. Svinicki (Ed.), The changing face of college teaching (pp. 19 – 30). New Directions for Teaching and Learning, No. 42. San Francisco, CA: Jossey-Bass.

Millis, B. J., & Cottell, P. G. (1998). Cooperative learning for higher education faculty (p. 114). Phoenix, AZ: Oryx Press.

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This work is licensed under a  Creative Commons Attribution 4.0 International License Links to an external site. .