Think-Pair-Share

What:

Think-Pair-Share can be used to make space for students to reflect on an idea, question or experience individually, in partnership and in groups. This tool supports students to formulate original ideas by creating intentional space for thinking and then articulating to others so that they may be discussed, clarified and even analyzed in a group setting.

How to do it:

Determine a specific question for students to answer and consider the time allotment for individuals to respond. Individual responses can occur in multiple ways: using pictures, a written response, recorded orally, etc.
Students then come together in pairs or small groups. Determine before the activity whether you will assign pairs or let students choose their own partners. You can scaffold the discussion with prepared questions. As students share in the pair or small group, guidelines can be provided to determine if this is a space just to share and listen, a space to ask clarifying questions, a space to offer feedback, or some combination of these responses.
Students share their discussion, ideas or decisions with the class. This sharing can happen orally or through an alternate platform (e.g. message board).

Examples

When determining how to approach or solve a math problem.
For hypothesis formation and processing experiment results in science.
To guide a Know - Want to know - Learned (KWL) reflection at the start of any lesson.
To inspire feedback and problem solving on a classroom/building/district community issue.
To engage in reading comprehension and critical thinking discussions around a passage or literary elements.
To discuss topics at school board meetings, district leadership meetings or building leadership meetings in a way that scaffolds student participation and engagement..

Things to Consider

This method provides a slightly higher level of risk as students are encouraged to share original ideas with other participants and with a larger group. Building in time to create guidelines for safe and brave discussion will be important to support robust student engagement.
One strength of this tool is that it can scaffold students’ clarification of thought and confidence in sharing as they are initially engaged with only one partner (lower risk) before sharing in a larger group (higher risk).
Think about what the desired outcome is for students in using this tool. Is it to have space to think aloud and be heard? Is it to have peer support in clarifying their ideas? Is it to engage in specific collective discussion/collaboration/problem solving? Or some mix of all of these or otherwise? Your desired outcome will influence the guidelines you provide.
Several tools can support student engagement
- Flipgrid allows students to use 15-seconds to 5-minute videos to respond to prompts. Teachers and peers can provide feedback.
- Gimkit, Kahoot, or Quizizz,or other assessment Apps for individual think time.
- A graphic organizer can help students organize their thoughts.
- Stem conversation starters may be helpful to guide the“pair” and “share” time.

Take It to the Next Level

Leveling Up Towards the Leadership End of the Spectrum of Student Voice-Oriented Activity

Engage students in identifying the topic, question, and/or prompt.
Consider how students can provide leadership from facilitating the activity, making meaning of the data collected, and advising how the data is used.

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