Think Pair Share Strategy

‘Think, Pair, Share’ is a collaborative learning strategy developed by Dr.Frank Lyman to engage students and promote deep understanding. This powerful approach harnesses the collective intelligence of the classroom, fostering critical thinking, communication skills, and collaborative learning.

Primarily, Think-Pair-Share is a three-step process that begins with individual reflection. The teacher poses a thought-provoking question or problem, and students are given ample ‘think time’ to formulate their own ideas and responses. Research shows that providing this ‘quiet thinking time’ significantly improves the quality of student responses. Encouraging students to make their thinking visible by asking them to write or draw their ideas before and after sharing can further reinforce their understanding. Journals can also be a useful tool for capturing their thought processes.

Next, students pair up with a partner and share their thoughts, clarifying and refining their ideas through discussion. Teachers may scaffold these paired conversations by reminding students to take turns, listen carefully, and ask questions to each other. One effective way to ensure active listening is to inform students that they will be called upon to explain their partner’s thinking rather than their own. As they articulate their understanding to their peers, they are forced to make sense of new concepts in terms of their prior knowledge, often revealing and resolving misconceptions in the process. This peer-to-peer interaction not only deepens comprehension but also builds essential communication and interpersonal skills.

Finally, the teacher randomly calls on a few pairs to share their discussions with the whole class. This sharing phase allows for diverse perspectives to be heard and further discourse to take place, enriching the learning experience for all.

The versatility of Think-Pair-Share is one of its greatest strengths. It can be seamlessly integrated into any subject area or grade level, from mathematics to literature, science to social studies. For instance, in a science class, students could predict the outcome of an experiment, discuss their observations, and draw conclusions through this strategy. In a language — English lesson, they could analyse characters, explore themes, or find the meaning of literary devices through paired discussions.

Furthermore, Think-Pair-Share can be adapted and combined with other instructional techniques to suit specific learning objectives. The ‘Think-Write-Pair-Share’ variation adds an individual writing component to increase accountability and reinforce learning. In a math problem-solving session, students could first think through the steps, then pair up to discuss their strategies before attempting to solve the problem individually.

Research has consistently demonstrated the benefits of Think-Pair-Share for both students and teachers. Students become more actively engaged in the learning process, develop conceptual understanding, and hone their ability to consider diverse perspectives. Teachers, on the other hand, gain valuable insights into their students’ thought processes and misconceptions, allowing them to tailor their instruction accordingly.

By encouraging individual reflection, peer discussion, and group sharing, this method enhances critical learning skills and creates a dynamic classroom atmosphere. This approach not only promotes academic achievement of students but also empowers teachers to unlock their students’ potential, making learning a more meaningful and an engaging experience.

References:
Frank Lyman (1981). The Responsive Classroom Discussion: The Inclusion of All Students. In A. Anderson (Ed.), Mainstreaming Digest, University of Maryland Press.

Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance students’ critical thinking. Educational Research Quarterly

Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

About the author: Gayethri Mote is a Teacher Educator and an expert on Learning Skills at Coschool.