Think Pair Share is a collaboration strategy developed by Frank Lyman, a professor at the University of Maryland, in 1981. The strategy builds a process for collaborative discussions. It is used when you want to give students time and a process for thinking, formulating ideas and sharing them with the class. Think Pair share gets students engaged in solving a problem or interacting with the content.
Set clear expectations of what you want the students to do during the strategy. Are they writing anything down? What do you want them to share? How to ensure each student is active?
Begin with low stakes experience. As students and teachers develop in their use of the model, increase the depths of questions and increase the stakes.
Think: Teachers begin by asking a specific higher-level question about the text or topic students will be discussing. Students will think about what they know or have learned about the question. This will need to be modeled with students so they are familiar with what to record. (Between 1-3 minutes)
Pair: Each student should be paired with a partner (keeping in mind if it is best if the teacher picks partners or the students). The pair then shares their individual thinking, discusses what they know, and asks questions about the topic. (2-5 minutes)
Share: Each pair will pick who will share to the whole class. They will share thoughts, ideas and questions. (Set an allotted time for each group to share)
Extra: Have the pairs reconvene and discuss how their thinking changed after listening to the whole class share.
This strategy is usually thought of as a face to face strategy with students moving around the classroom to pair up and collaborate. As we move to blended models or even online models, TPS is a tool we should be utilizing to help students. All too often in the secondary level, students are asked to learn through lectures only. With TPS, students are allowed to formulate ideas and collaborate to revise ideas. While the whole strategy can be very successful digitally, there are elements that a teacher can pick and choose to make digital depending on the students and model in place.
Digital options-
Teachers can introduce the problem or content to the students digitally through a video or document with information for students to think on their own.
Students can think on their own digitally through a Google Doc or Slide. Adding their thinking digitally through typing, images, quotes, voice to text or sketches,
Students are paired with a partner digitally through Google Doc or Slide or in a virtual room or discussion board. This helps create a transcript of the discussion that students have. It allows all students to participate and not just the one who are eager to raise their hands in class.
Whole class participation can be created digitally through a virtual Google Meet or through the use of shared Docs and Slide. In this option you would be able to use comments to provide feedback to students, help clarify their thinking, or correct any misconceptions.
Or any combination of these options depending on the model you are using with your students. There are benefits to using digital options even in a face to face model.
This strategy becomes more challenging for younger students when their literacy skills are not as developed. For our upper elementary students (3rd -5th Grade), the templates and options provided for the secondary level would be appropriate if introduced and modeled effectively. For our young students, we will need to put into place tools that will allow students to record their thoughts and listen to others thinking. There are elements of the strategy that can be digital and a progression into fully digital might be slower. But with practice and support students should develop the skills to benefit from this strategy.
Digital Options-
Teachers can introduce the problem or content to the students digitally through a video with the problem or question for students to think on their own.
Students can record their thinking about the problem or question through tools such as voice typing in Google Docs, Vocaroo, Flipgrid, or Padlet.
When students pair up with a partner digitally, it can be challenging for young elementary students to understand how to communicate effectively. The Teacher will need to model this for students, so when they are listening to their partner share, they learn how to actively listen to what is being said. This can be taught through whole group practice with videos and audio recordings outside of this strategy.
Whole class participation can be created digitally through a virtual Google Meet or reflection on the content added to the Padlet or other tool.
Or any combination of these options depending on the model you are using with your students. There are benefits to using digital options even in a face to face model. The key to success for elementary students is practice with low stakes tasks and build skill mastery.
Google Doc Template (Upper Elementary)
This strategy helps students to think individually about a topic or question. Then collaborate with a partner to share ideas and practice oral communication skills. It helps to focus students on comprehending the material related to the topic or question. Through this strategy, students work on their oral communication skills as well as listening and critical thinking. “Think-Pair-Share helps students develop conceptual understanding of a topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view.”
Blended Learning falls on a spectrum from Mostly Online to Mostly Face-to-Face and is fluid, always meant to enhance the learning environment. Where a lesson or strategy falls on this spectrum is up to many factors. Remember that your school's ITC can help brainstorm, answer questions, and/or help modify lessons or strategies. Reach out for additional support!
Use a deck of cards and finding the match to an card or the sum equals a certain amount.
Most elementary schools have colored and animal counters that could be put in a bag.
Clock partners is another good one that reinforces telling time math standards.
Use old calendar images cut into pieces and students would find the matching pieces for random groups.
Grouping Tools for the Classroom
Adapted from the Success For All Foundation
Discussion Cards
Color Role Cards