Think-Pair-Share

Think-Pair-Share by Frank T. Lyman Jr.

Think-Pair-Share is a Cooperative Learning Structure first developed by Professor Frank Lyman at the University of Maryland in 1981 it has since been adopted by many others and used in an endless number of ways. It introduces into co-operative learning the idea of ‘wait or think’ time, which has been demonstrated to be a powerful factor in improving student responses to questions. This is one of the foundation stones for the development of the ‘co-operative classroom.’ The goal of the classroom teacher is to maximise student motivation and engagement. In some ‘traditional’ classrooms only a few students participate in classroom discussion. The fastest hand or quickest answer wins the teacher’s attention whilst several classmates fail to take part or worse- doze off. A Cooperative Learning Structure like Frank Lyman’s ‘Think-Pair-Share’ if implemented correctly would see more students engaged more of the time.

STEPS:

1.Teacher poses a problem or asks an open-ended question to which there may be a variety of answers. (The question could be recall, similarity, difference, cause and effect etc.)

2.Teacher gives the students ‘think time or wait time’ and directs them to think about the question.

3.Following the ‘think time’ students turn to face their Shoulder/Face Partner and work together, sharing ideas, discussing, clarifying and challenging.

4.The pair then share their ideas with another pair, or with the whole class. It is important that students need to be able to share their partner’s ideas as well as their own. (Depending on the original question, the sharing could take the form of acting out the answer, speaking, visual charting, etc)

PURPOSE:

Processing information, communication, developing thinking.

RELEVANT SKILLS:

Sharing information, listening, asking questions, summarising others’ ideas, paraphrasing.

USES:

Any time, to check understanding of material.

Before a lesson or topic as a ‘connect’ activity (previous knowledge etc.“Bridging” from a prior class.)

At the end of a teacher explanation, demonstration etc, to enable students to process the material.

As a ‘state’ change to break up a long period of sustained activity.

Whenever it is helpful to share ideas, students interviewing each other.

Processing of teacher directions.

Students teaching each other. Students reading to each other.

For clarification of instructions, rules of a game, homework etc.

For a plenary session, debriefing key learning at the end of class.

Problem solving, maths/science/social studies. Responding to a video, text, art work, or demonstration. Preparing for tests