Think, Pair, Share: a teachers guide
Implement the Think, Pair, Share strategy to foster engaging discussions and empower students as confident learners in your classroom.
What is think, pair, share?
"Think-pair-share (TPS)" is an instructional method where learners work together and attempt to answer questions or solve problems on a given text. This strategy requires students to (1) think independently about a subject or answer a question; and (2) share their thoughts with classmates. Guidelines for discussions will be given.
It is based on the premise that discussing problems or challenges with a partner promotes involvement, collects attention and improves their comprehension of the reading material.
It is also known as the 'turn and talk'. TPS is one way that teachers use to slow down the talking and give the students an opportunity to process their ideas before verbally responding.
According to Frank Lyman, TAS is an active-participation technique in which students are encouraged to participate even if they don't really care about the subject (Lyman, 1982; Marzano & Pickering, 2005).
Learners not only process the topic but practice their communication and problem-solving skills. Preparation is not complicated and the execution of the same has shown success by increasing student involvement as well as improving students' learning outcomes across learning settings. In this article, we will look at how this instructional strategy can challenge students academically as well as develop their collaborative discussion structures.
Why Should Teachers Use Think-Pair-Share?
Think-pair-share promotes student engagement by giving learners time to process information independently before discussing with peers, which improves comprehension and reduces anxiety around public speaking. This strategy helps students develop both critical thinking and communication skills while creating a supportive classroom environment. Research shows it increases participation even among reluctant learners and improves overall learning outcomes.
Think-pair-share is a powerful teaching strategy that promotes student engagement and helps students develop both thinking and communication skills. By encouraging students to verbalize their ideas through Think-Pair-Share for oracy, it not only provides insights into their thought processes but also allows them to rehearse and organise what they might later write down. This Oracy technique is particularly useful in reducing anxiety around public speaking, creating a safer and more supportive environment for students to express themselves. Here are some key reasons why think-pair-share is beneficial:
- Encourages Independent Thinking
Think-pair-share gives students the opportunity to think independently about how to approach a question before discussing their ideas with peers. This process helps students develop problem-solving skills and encourages them to reflect on their own understanding. - creates Classroom Discussion
This strategy promotes responsive, student-led discussions, where everyone has a chance to contribute. By sharing ideas in pairs or small groups first, students build the confidence needed to participate in larger classroom discussions. - Develops Communication and Language Skills
Sharing ideas with classmates helps students practice expressing their thoughts clearly and builds essential language skills. It encourages active listening and thoughtful dialogue, developing a collaborative learning environment. - Enhances Comprehension of Key Concepts
Think-pair-share helps students focus on central content ideas. By engaging in discussions with peers, they are more likely to understand and retain key concepts from the lesson or reading material. - Boosts Confidence and Collaboration
This strategy builds student confidence by providing a structured way to share ideas, while also enhancing collaboration as students learn from one another. It transforms students from passive listeners into active participants in the learning process.
By integrating think-pair-share into lessons, teachers can create a more dynamic and inclusive classroom that supports both independent thinking and collaborative learning. This technique is also an effective way to give students a "brain break" and transition them from passive to active learning, ensuring they stay engaged and motivated throughout the lesson.
How Do You Start Using Think-Pair-Share?
Begin by posing a clear question or problem to the class, then give students 1-3 minutes of silent thinking time to formulate their responses. Next, have students pair up with a partner to discuss their ideas for 2-3 minutes before sharing key points with the whole class. Start with simple questions and shorter time frames, gradually increasing complexity as students become comfortable with the process.
Some educators may feel apprehensive about using dialogic teaching methods, fearing that it could lead to chaotic classroom management. However, think-pair-share is a straightforward strategy that is often much easier to implement than expected. By setting clear talk guidelines and providing professional learning opportunities for staff, teachers can effectively incorporate this method into their classrooms without creating disorder. Here's how to get started:
- Think: Begin by posing critical thinking questions about the topic or text to encourage deeper thinking. Give students time to pause, reflect, and recall what they already know. This moment of reflection helps them form a personal response to the question.
- Pair: After the thinking phase, pair students together or place them in small groups. This collaboration helps students refine their thoughts through discussion, giving them the opportunity to clarify their understanding by talking with peers.
- Share: In this final step, students share their ideas with their partner. Afterward, teachers can facilitate a whole-class discussion, expanding on individual contributions and deepening the overall class engagement.
This approach not only deepens comprehension but also helps in building a supportive classroom environment where students feel comfortable sharing ideas and learning from one another. By following these steps, teachers can smoothly integrate think-pair-share into their teaching routine, creating a dynamic and engaging learning experience.
Here are a few additional tips to consider:
- Model Expected Behaviours: Show students how to effectively listen and respond to their peers.
- Establish Clear Guidelines: Provide specific instructions on how to engage in respectful and productive discussions.
- Monitor Group Interactions: Observe students during pair or small group activities to ensure everyone participates and stays on task.
What Are Some Variations of Think-Pair-Share?
Think-pair-share can be adapted to suit various learning objectives and classroom settings. For example, teachers can use 'think-pair-square' where pairs join another pair to form a group of four, allowing for broader discussion. Another option is 'think-pair-write,' where students individually write down their thoughts after the 'think' stage and then share their written responses with a partner.
There are several variations of think-pair-share that teachers can employ to keep the activity fresh and engaging. These adaptations cater to different learning styles and objectives, enhancing the overall effectiveness of the instructional strategy.
- Think-Pair-Square: After the initial think-pair stage, two pairs of students join together to form a group of four. This allows for a more diverse range of ideas and perspectives to be shared and discussed.
- Think-Pair-Write: Following the individual thinking phase, students write down their thoughts before pairing up to share their ideas. This written component helps students organise their thoughts more clearly and provides a reference point during discussions.
- Think-Pair-Share-Present: In this variation, after the think-pair-share activity, selected pairs present their findings or conclusions to the entire class. This not only reinforces their understanding but also provides an opportunity for students to practice their public speaking skills.
- Think-Pair-Share-Debate: This adaptation introduces a debate element into the think-pair-share process. After the pair discussion, each pair takes a stance on a particular issue and engages in a mini-debate with another pair, developing critical thinking and argumentation skills.
- Think-Pair-Share-Reflect: After the sharing stage, students take some time to reflect on what they have learned from the discussion. This reflection can be in the form of a short written summary or a brief discussion about key takeaways.
By incorporating these variations, teachers can tailor the think-pair-share strategy to meet the specific needs and interests of their students, making the learning experience more dynamic and impactful.
Conclusion
Think-pair-share is more than just a classroom activity; it's a dynamic instructional strategy that creates student engagement, critical thinking, and collaborative learning. By providing students with structured opportunities to think independently, discuss ideas with peers, and share insights with the whole class, teachers can create a more inclusive and interactive learning environment. This approach not only enhances comprehension but also helps students to become active participants in their own learning journey.
By integrating think-pair-share into their teaching toolkit, educators can transform their classrooms into vibrant hubs of intellectual exchange, where students feel valued, supported, and motivated to excel. Whether used as a quick warm-up activity, a formative assessment tool, or a means of promoting deeper understanding of complex concepts, think-pair-share is a versatile and effective strategy that can benefit learners of all ages and abilities. Embracing this approach can lead to significant improvements in student outcomes and create a more enriching and rewarding teaching experience.
Further Reading
Cooperative learning strategies
- Lyman, F. (1981). Think-Pair-Share: An expanding teaching technique. *MAA-CIE Cooperative News*, *1*(1), 1-2.
- McTighe, J., & Lyman, F. T., Jr. (1988). Cueing thinking in the classroom: The promise of theory-embedded tools. *Educational Leadership*, *45*(7), 18-24.
- Millis, B. J., & Cottell, P. G., Jr. (1998). *Cooperative learning for higher education faculty*. American Council on Education, Series on Higher Education.
- Kagan, S. (2009). *Kagan cooperative learning*. Kagan Publishing.
