The use of think-alouds in CNDLS started with an external grant project, JesuitNet, where CNDLS developed best practices for online course development. In order to understand how best to design online courses, we wanted to know how students would approach particular problems, what resources they needed to solve problems, and what strategies they used. We used this information, gathered from a variety of disciplines, to design effective online activities.
The strategy we used was so provocative, we thought it would be beneficial for faculty who aren't teaching online. Working within faculty programs such as CCRP and Hewlett, CNDLS staff worked with faculty to gain access to student thinking processes in order to pinpoint areas for improvement in assignments or in course design.
Think-alouds prompt students to verbalize their thoughts as they solve a problem, work through a case study, or interpret a text. The focus in the think-aloud is to gain access to student processes when working on an important topic of the course, central to the discipline, not necessarily on whether or not they successfully complete the task.
Following the path of the student as he or she works through a problem yields insight into: the types of questions he or she asks, his or her train of thought, an ability to make connections to other course concepts, difficulties or challenges he or she encounters, and his or her use of prior knowledge. Working with a CNDLS staff member, the faculty member can then finetune certain in-class processes to address issues observed in the video
For example, Jim Sandefur (Mathematics) used think-alouds to identify where students experience mental blocks and what type of support they need in and out of class. He adjusted class time and lectures to emphasize the problem-solving process and to focus on particular challenges. The think-alouds helped Sandefur refine his course each successive semester with new strategies including: structured group work, weekly presentations, and student teaching opportunities.
Time needed for this process:
- Initial consultation to determine if a think-aloud is the best method to get at what you want to know about student learning;
- Length of one think-aloud ranges between 30 - 45 minutes (at least three are recommended);
- Follow-up consultation to view tapes and discuss strategies for course adjustments.
Method: Video
Process: A CNDLS staff member will give students a case, problem, or task that you have designed
Setting: Conference room or quiet classroom
Equipment: CNDLS provides the video equipment unless otherwise requested
