Think, Pair, Share
What is Think-Pair-Share?
Think-Pair-Share is a comprehension building strategy that also increases students' critical thinking skills. Though Think-Pair-Shares are commonly used in the lower grades, studies show they can be beneficial to comprehension and critical thinking through college age students (Kaddoura, 2013). In a Think-Pair-Share, or TPS, a teacher asks a question and allows students time to discuss the answer with a partner. Students are then given the chance to share out the answer. Benefits of using a TPS in the classroom include giving all students a chance to participate, which keeps students engaged throughout the lesson rather than sitting during a lecture. Every student answers the question with a peer, giving students more opportunities to understand and remember the information being taught. Another advantage to using a TPS rather than calling on students is that it prevents students from feeling singled out or too shy to share because it is in a more intimate, small group or partnership. When the students share their answer with the class, the teacher can clarify any misunderstandings before they become misconceptions. While students are participating in questioning activities, their comprehension and understanding deepens (Miller & Veatch, 2011). How can I use this strategy in a middle school? This strategy can be used in middle schools in any content area where questioning is used. When a teacher asks the class a question, students are given the chance to find the answer or discuss their thoughts with their peers. One way this can be done is informally through oral discussion. The students discuss their thoughts with a partner and a few partnerships share their thoughts with the teacher. Through observation and listening, the teacher can assess student understanding of the topic while students are clarifying their thoughts with one another. Another way this strategy can be used in middle school is to have students record their answers with a peer. This can be done on a post it note and put on the whiteboard to showcase student answers and understandings. Depending on the content area, the answers can then be sorted or examined. How can think-pair-share be differentiated to meet student needs? Think-Pair-Share can be differentiated to meet student needs by allowing students of different levels to gain insight from students with clear understanding. This means that teachers can set up a PALS partnership with one student at a higher level paired with a student at a lower level. Teachers can also allow student choice in partnerships to encourage discussion and they can provide various levels of support as needed. |
In the video above, students are using a think pair share in fifth grade to discuss social skills such as teasing. This shows the applications for TPS are endless and can go across various content areas. Students show understanding discussing the question with peers and share ideas to delve deeper into the understanding. Students go back and forth in a conversation to share thought. After sharing with a peer, the class reconvenes and has a whole group discussion to revisit the individual discussions students have had.
The video below shows students doing a think pair share in a science classroom. The teacher meets with students to use questioning to deepen their conversation level and increase comprehension. Allowing students to work with peers and discover the answer allows for exploration, which is a characteristic of effective middle level education (NMSA, 2010). At the end, the teacher reconvenes the class to have a whole group discussion on the material. |
Writing Component & Standard
The writing component of this strategy only occurs if you have the students write down their TPS thoughts and ideas. If you have students write down ideas on post-it notes, it is important that their writing production is legible and their shorthand notes are easy to understand for the teacher and the class.
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
The writing component of this strategy only occurs if you have the students write down their TPS thoughts and ideas. If you have students write down ideas on post-it notes, it is important that their writing production is legible and their shorthand notes are easy to understand for the teacher and the class.
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.