1. Computing in the Classroom and best practices to improve gender diversity equity: Professional development for adjunct faculty
Professor Younge’s Experience implementing Think-pair-share in a college algebra and trigonometry course (mat 1275)
fall 2016
Supported by a Department of Education MSEIP grant #P120A150063

2. What is think-pair-share?
Think-pair-share is a collaborative (cooperative) learning strategy in which students work together to solve a problem or answer questions about a particular topic.
Students should think independently about the problem or question in front of them.
Students will be paired (or grouped in some cases).
Students will share their ideas, strategies used or what they may have found confusing about the problem or question
Supported by a Department of Education MSEIP grant #P120A150063

3. Mat 1275 - College algebra and trigonometry
A four-credit math class that covers intermediate and some advanced algebra topics along with basic and intermediate trigonometry concepts
General education learning outcomes include:
Understanding and employing quantitative and qualitative analysis to solve problems
Employing scientific reasoning and logical thinking
Communicate effectively using written and oral skills
Use creativity to solve problems
Supported by a Department of Education MSEIP grant #P120A150063

4. MAT 1275 Pass Rates from Fall 2013 to spring 2016
Semester
% Pass C or better
Total Enrollment
Spring 2016
50.1%
1019
Fall 2015
47.5%
1454
Spring 2015
52.5%
1187
Fall 2014
50.7%
1414
Spring 2014
60.7%
1181
Fall 2013
1394
Supported by a Department of Education MSEIP grant #P120A150063

5. Think-pair-share: rules of exponents
Students were asked to get a partner
Two different simplification problems related to exponents were given to the pairs to pick one and students were asked not to show the partner his or her question
Everyone had five minutes to work on his or her chosen problem, no notes:
−2 𝑥 6 𝑦 −5 3 𝑥 −2 𝑦 4 −3 or −3 𝑎 −2 𝑏 4 2 𝑎 6 𝑏 −5 −3
When time was up, the pairs would switch and grade the other after the solutions were shown
Supported by a Department of Education MSEIP grant #P120A150063

6. Think-pair-share: rules of exponents - results
Five minutes were not enough for the students and they asked for more time. three more minutes were given.
Grading Scale: 0 – nothing done; – attempt/mistakes made; – Correct answer and work
Grading was easy for those whose partner got the answer correct
Grading was more difficult for those whose partner got the answer incorrect, because they were asked to see if they could locate where the mistake was made
Since the problems were similar, some of the students said that they thought about how they solved the problem they had
For students who got the answer incorrect and their partner got the answer correct, they were able to see where they went wrong
I asked if anyone had trouble following the partner’s work. A couple of hands went up and there was laughter
One student said, “I see how much work you do when you’re grading our exams. That’s a lot.”
Supported by a Department of Education MSEIP grant #P120A150063

7. Think-pair-share: Post exam reflection – exam #1
Exam #1 was given on Friday, September 23 and returned on Tuesday, September 27 One hour at the beginning of class was given to complete the exam
Students were asked to pair up and complete one questionnaire together
Questionnaire questions:
What was the hardest question on exam #1 for you?
What was the easiest question on Exam #1 for you?
What was the biggest mistake you made before, during, or after Exam #1?
What’s your plan in preparing for the next exam?
What do you and your partner have in common about Exam #1?
Supported by a Department of Education MSEIP grant #P120A150063

8. Think-pair-share: Post exam reflection – exam #1 – results
What was the hardest question on exam #1 for you? “radical simplification”, “every question was fair”, “radical expressions”, “remembering the formulas”
What was the easiest question on Exam #1 for you? “#1b was the easiest for both of us on the exam”, “We both agreed that number 4 on the test was the easiest one because of how simple it was combining terms”
What was the biggest mistake you made before, during, or after Exam #1? “we both agreed that we had the dilemma of arriving late so not enough time before, during not reading the questions, and after, not checking over everything”, ”messing up with the positive and negative signs”, “I focused on a certain type of question instead of studying for all”
Supported by a Department of Education MSEIP grant #P120A150063

9. Think-pair-share: Post exam reflection – exam #1 – results
What’s your plan in preparing for the next exam? “study!! Before the exam and do more homework questions”, “be more relaxed”, “for the next exam I will review with online resources such as khan academy as well as attend tutoring sessions”, “set alarms and take more time to put into studying the material for the test, also visit prof. younge in tutoring”
What do you and your partner have in common about Exam #1? “we got the same score”, “messing up on the positive and negative signs”, “everything relating to the hardest question, easiest, the same mistakes, and mindset to do better for the next exam”, “we both made silly mistakes”, “we both showed up to take the exam”
Supported by a Department of Education MSEIP grant #P120A150063

10. My suggestions and tips for implementing Think-pair-share
Be prepared by thinking about the activity in advance
Make sure the directions are clear
Try to anticipate what may go wrong or what questions the students may have
Remember the varying skill levels of your students
If the same students are paring up, try randomizing the questions or counting off so they do not have control over who they work with
Be flexible in giving credit or extra credit
Supported by a Department of Education MSEIP grant #P120A150063