Think pair share
"The think-pair-share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes" (Teacher Vision, n.d, paragraph one). "Instead of asking questions to the whole class and calling on two or three students to respond, the teacher asks everyone to think of an answer or respond to a prompt, and tell it to a partner. Then, the teacher calls on some students to share their responses with the whole class. This relatively simple and quick technique gives all of the students a chance to think and speak about the topic, instead of just two or three" (Eehevarria, Short, Vogt, 2014, page 198).
This strategy also gives students the opportunity to formulate their thoughts and ideas, which increases the quality of their responses while keeping them actively engaged. There are three distinct steps involved in this process which include the following:
1. THINK - Students think independently about the question that has been asked, forming ideas on their own.
2. PAIR - Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas as they use their prior knowledge and vocabulary to communicate with each other. Students will also be able to practice their speaking and listening skills as they learn to respect multiple perspectives.
3. SHARE - Students share their responses with the entire class. They will often become more comfortable and willing to participate throughout the year when this strategy is continually used in the classroom.
Benefits of Think-Pair-Share
Beginning and low-intermediate level English language learners may need to learn and practice the communication skills associated with sharing ideas. These may include language associated with expressing opinions (“I think …,” “in my opinion…”) and sharing ideas (“What is your opinion?” “What do you think?” or simply “I think… - How about you?”) (ESL BY DESIGN, n.d, paragraph two).
"Think-Pair-Share provides built in wait time in a low-risk environment. Everyone is talking at once, and the ELLs are talking with only one peer. If their answers are not quite right, their partners may be able to help clarify misunderstandings. If they are asked to report their answer to the class, they have already had a chance to practice answering with their partners and thus can answer with greater confidence" (Wright, 2010, page 171).
This strategy also gives students the opportunity to formulate their thoughts and ideas, which increases the quality of their responses while keeping them actively engaged. There are three distinct steps involved in this process which include the following:
1. THINK - Students think independently about the question that has been asked, forming ideas on their own.
2. PAIR - Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas as they use their prior knowledge and vocabulary to communicate with each other. Students will also be able to practice their speaking and listening skills as they learn to respect multiple perspectives.
3. SHARE - Students share their responses with the entire class. They will often become more comfortable and willing to participate throughout the year when this strategy is continually used in the classroom.
Benefits of Think-Pair-Share
- Teachers can ask different kinds and levels of questions
- Critical thinking is often retained after a lesson if students have an opportunity to discuss and reflect on the topic
- Enhances students' oral communication skills as they discuss their ideas with one another
- Many students are more comfortable sharing their responses with another classmate, rather than with a large group
- Building on the ideas of others is an important skill for students to learn
- Teachers can assess student understanding by listening in on several groups during the activity, and by collecting responses at the end
Beginning and low-intermediate level English language learners may need to learn and practice the communication skills associated with sharing ideas. These may include language associated with expressing opinions (“I think …,” “in my opinion…”) and sharing ideas (“What is your opinion?” “What do you think?” or simply “I think… - How about you?”) (ESL BY DESIGN, n.d, paragraph two).
"Think-Pair-Share provides built in wait time in a low-risk environment. Everyone is talking at once, and the ELLs are talking with only one peer. If their answers are not quite right, their partners may be able to help clarify misunderstandings. If they are asked to report their answer to the class, they have already had a chance to practice answering with their partners and thus can answer with greater confidence" (Wright, 2010, page 171).
As you can see from the pictures above, the think-pair-share strategy encourages all students to collaborate as they gain different perspectives on various topics. Each student will have a different viewpoint, but in the end all of the pieces or ideas fit together.
OVERVIEW - Background INFORMATION
In this video, it describes the steps involved for the think-pair-strategy in great detail. This video also describes how to introduce the think-pair-share strategy within the general education classroom.
This video specifically focuses on English Language Learners. It also describes the steps involved in think-pair-share and how it benefits ELL learners.
THINK PAIR SHARE EXAMPLE
This short clip is from a second grade classroom. The teacher uses the think-pair-share strategy to support students when working together in order to develop social skills as take responsibility for their own learning.
READING EXAMPLEThe think-pair-share strategy can be used to enhance discussions about specific characters in books. For instance, a group that is reading Charlotte's Web by E.B White might be asked to think-pair-share in response to following questions -If you were Charlotte, what would you have written in your web about Wilbur? Why? In the beginning of Charlotte's Web, Fern saves Wilbur from death. Would you have saved Wilbur too? Tell about a time when you stood up for someone smaller or weaker than yourself. |
MATH EXAMPLEThe think-pair-share strategy can be used in math when there are multiple correct answers to a problem. Questions involving estimation, measurement, patterns and logic can all be used with this strategy. For example, a teacher may ask his or her students to find the sum of 20 in at least 10 different ways using multiplication, subtraction and addition. This strategy can also be used when students are deciding how to approach a problem rather than when they are trying to find a specific answer to a problem. |
SCIENCE EXAMPLEAs students are conducting experiments, the think-pair-share strategy can be a way for them to form a hypothesis or discuss their interpretations of a given experiment. For instance, before an experiment on density, students might be asked to use the think-pair-share strategy when deciding which set of items will float when placed in a tub of water.
SOCIAL STUDIES Students may be asked to describe the government's role in the United States through a think-pair-share activity. For example, teachers could ask students to compare the government to their families - how does their family provide for their health care needs and how does the government. Additional questions may include: How does your family keep you safe and how does the government keep its citizens safe? Or, What kind of rules does your family have for you? What kind of rules does government have for its citizens/ |
Resources:
Echevarría, J., Vogt, M. E., & Short, D. (2013). Making content comprehensible for Elementary English language learners: The SIOP model. Boston, MA: Allyn & Bacon.
ESL BY DESIGN - Think Pair Share (n.d.). Retrieved September 18, 2015, from http://literacywork.com/Literacywork.com/Think-Pair-Share.html
Meyers, J. (2014, November 14). Think, Pair, Share. Retrieved September 18, 2015, from https://www.youtube.com/watch?v=KAPyC-NrUS8
Images from: Children ready for school - Google Search. (n.d.). Retrieved September 20, 2015.
Think, Pair, Share Cooperative Learning Strategy. (n.d.). Retrieved September 18, 2015, from https://www.teachervision.com/group-work/cooperative-learning/48547.html
Using Think, Pair, Share-Primary. (2015, February 27). Retrieved September 18, 2015, from https://www.youtube.com/watch?v=YchexU5NVNA
Williams, N. (2015, May 22). ELL Strategy - think, pair, share. Retrieved September 18, 2015, from https://www.youtube.com/watch?v=0hysoQmfXc0
Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Pub.
Echevarría, J., Vogt, M. E., & Short, D. (2013). Making content comprehensible for Elementary English language learners: The SIOP model. Boston, MA: Allyn & Bacon.
ESL BY DESIGN - Think Pair Share (n.d.). Retrieved September 18, 2015, from http://literacywork.com/Literacywork.com/Think-Pair-Share.html
Meyers, J. (2014, November 14). Think, Pair, Share. Retrieved September 18, 2015, from https://www.youtube.com/watch?v=KAPyC-NrUS8
Images from: Children ready for school - Google Search. (n.d.). Retrieved September 20, 2015.
Think, Pair, Share Cooperative Learning Strategy. (n.d.). Retrieved September 18, 2015, from https://www.teachervision.com/group-work/cooperative-learning/48547.html
Using Think, Pair, Share-Primary. (2015, February 27). Retrieved September 18, 2015, from https://www.youtube.com/watch?v=YchexU5NVNA
Williams, N. (2015, May 22). ELL Strategy - think, pair, share. Retrieved September 18, 2015, from https://www.youtube.com/watch?v=0hysoQmfXc0
Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Pub.