Think, Pair, Share
ACTIVE LEARNING STRATEGY
What Is It?
The think, pair, share strategy is a
cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. Students think through questions using three distinct steps:
- Think: Students think independently about the question that has been posed, forming ideas of their own.
- Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.
- Share: Student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students' ideas have become more refined through this three-step process.
Why Is It Important?
Students need many opportunities to talk in a linguistically rich environment. Researchers have found that students' learning is enhanced when they have many opportunities to elaborate on ideas through talk (Pressley 1992).
The think, pair, share strategy increases the kinds of personal communications that are necessary for students to internally process, organize, and retain ideas (Pimm 1987).
In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher's authority (Cobb et al. 1991).
Additional benefits of using the think, pair, share strategy include the positive changes in students'
self-esteem that occur when they listen to one another and respect others' ideas. Students have the opportunity to learn higher-level thinking skills from their peers, gain the extra time or prompting they may need, and gain confidence when reporting ideas to the whole class. In addition, the "pair" step of the strategy ensures that no student is left out of the discussion. Even a student who is uncomfortable discussing his or her ideas with the whole class still has an audience in this step. Finally, while the strategy may appear to be time-consuming, it makes classroom discussions more productive, as students have already had an opportunity to think about their ideas before plunging into whole-class conversations.
How Can You Make It Happen?
The think, pair, share strategy is ideal for teachers and students who are new to
collaborative learning. It can be used in a variety of contexts. However, to be effective, students must consider a question or issue. It could be a complex question, such as, "What do you think were the key issues that led to
World War I?" It could be a more straightforward request, such as, "Create a pattern that could be described as 'a, b, a, b.'"
As students consider the question or issue, they should derive some benefit from thinking about it further with partners, such as when there are multiple correct answers to a question. For instance, in the previous example, students could provide many examples of "a, b, a, b" patterns and seeing multiple answers will reinforce this concept. On the other hand, providing students with questions that have only one correct response, such as, "What is 5 + 2?" soon becomes tedious to students, as there is not much to share with partners or the whole class.
The "think" step may require students merely to be quiet for a few moments and ponder their thoughts about the question. They may write some thoughts in response to the question.
Some teachers find it helpful to set a time limit for the "think" and "pair" steps of the strategy. If you choose to do this, be sure to give students an idea of how much time they will have. Remember to allow sufficient time during the "pair" step to allow both students to talk about their thoughts.
In the "share" step of the strategy, students can share their ideas in several ways. One way is to have all students stand, and after each student responds, he or she sits down, as does any student with a similar response. This continues until everyone is seated. Another way is to move quickly through the class, having students respond quickly, one after the other, or to have a class vote. Responses can be recorded on an overhead projector or on a graphic organizer for future discussions. Another variation is to stop after the "pair" step, and have students write their ideas. Collect students' responses and assess any problems in understanding.
How Can You Stretch Students' Thinking?
This strategy often stretches students' thinking merely by its implementation. Some students consider it a challenge to articulate their thoughts to another person. However, once students become comfortable with this aspect, there are ways to expand the strategy's reach.
One way to is to be sure that students have opportunities to pair with a variety of partners. Pairing students who sit closest to each other is convenient but doesn't provide the same intellectual or social challenge as accommodating the learning and discussion styles of a variety of classmates.
Another method for varying the strategy is to allow two "pair" steps before proceeding to "share." Students can either participate in two consecutive pairings or can pair with one student and then the first pair can be grouped with another pair to discuss their thoughts before joining a whole-class discussion. This double-pair method is particularly helpful if you have a very large class or are dealing with an especially complex question.
Think, Pair, Share: Cooperative Learning Strategy for Teachers (Grades K-12) - TeacherVision.com
Think-Pair-Share Sample Template
My question: __________________________________________________________________________________________________________________________
Think
During the next 5 minutes, think about your answer to the question above. Write your response on the lines below:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Pair
Now, pair up with your partner to exchange ideas? What ideas did you have in common? Write those ideas below:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Share
Using your "Pair" ideas, decide upon one major idea to share with the whole class. Write that major idea below:
_______________________________________________________________________________________________________________________________________________________________________________________
They are also available on the following wiki:
Procedure:
1. Generate a higher-level question related to the topic you are about to study.
2. Group students into pairs.
3. Pass out a Think-Pair-Share worksheet to each student.
4. Give students 5 minutes to write down their individual thoughts in the "Think" section of the worksheet.
5. Then, in pairs, have groups share their individual thoughts. Pairs should summarize their common thoughts in the "Pair" section of their worksheet.
6. Finally, pairs choose one major idea to share with the entire class. This should be written in the "Share" section of their worksheet.
Numbered Heads Together
What Is It?
Numbered Heads Together is a
cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.
Why Is It Important?
This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.
Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994).
Cooperative learning has been shown to increase student
achievement,
race relations, acceptance of
special needs students, and
self-esteem (Slavin, 1995).
How Can You Make It Happen?
- Divide the students into groups of four and give each one a number from one to four.
- Pose a question or a problem to the class.
- Have students gather to think about the question and to make sure everyone in their group understands and can give an answer.
- Ask the question and call out a number randomly.
- The students with that number raise their hands, and when called on, the student answers for his or her team.
How Can You Stretch Students' Thinking?
This is a flexible strategy that can be used at a variety of levels. The teacher may start with factual information questions, and as students become more familiar with the strategy, ask questions that require analysis or synthesis of information. Student groups can be given statements such as, "School uniforms help to keep students focused on academics." Students' task is to come to consensus on whether they agree or disagree, giving an explanation of their reasoning.
After the students respond, have the other groups agree or disagree with the answer by showing a thumbs up or thumbs down, and then explain their reasoning. Or, if the answer needs clarifying, ask another student to expand on the answer.
Most of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development. For resources and professional development information on Kagan Structures, please visit: www.KaganOnline.com
By Irene Pateraki and the Creativity eTwinning group
Money issues were handled by whoever was the banker in Monopoly.