Activity descriptions

Thinking-aloud pair problem solving (TAPPS)

Fig. 23 The questioner & problem-solver is the pink human on the left.
CC BY-SA 4.0. By Putukas01. Source: Wikimedia Commons

You work in pairs. There are two roles

explainer

• solves the problem

• thinks aloud

problem-solver & questioner

• listens

• asks questions if something is not clear

• gives hints if the explainer is stuck

In the end:

• some of you will summarize their analysis/results

• be prepared for questions from others 🙂

This is similar to the pilot and navigator in pair programming.

pair programming

a technique in which two programmers work together at one workstation. One, the driver, writes code while the other, the navigator, reviews each line of code as it is typed in. The two programmers switch roles frequently.

Guided reciprocal peer questioning

Fig. 24 A person explaining.
CC BY-SA 4.0. By R Ashwani Banjan Murmu. Source: Wikimedia Commons

Let us assume that you have been learning about a topic. Think about what you have learned during the session, during your homework and readings.

Steps:

1. 1 min write down two or three questions you would like to ask your classmates that will help you improve your understanding.

   Concrete examples:

   How does pseudo code relate to our mini-projects that we have every week?

   Why does data-logic separation lead to less-intuitive code?

   In my homework I tried Ctrld as an input which led to a non-stopping loop. Why does this happen?

   Why is switch statement important? Is if-else not good enough?

   How do raw strings relate to everyday programming?

   Example question stems:

   Why does ___ happen when ___ ?

   What causes ___ ?

   How do we know that __ ?

   How are ___ and ___ similar?

2. 2 min ask these in groups of three.

3. Each group notes any questions they have difficulties with into the chat.

Source: Guided Reciprocal Peer Questioning Guide