Think-Pair-Share
Think-Pair-Share helps students gain confidence and social skills through discussion with their peers. It allows teachers to differentiate instruction by giving students time to think about the topic, formulate their own ideas and share them with a peer. According to Reading Rockets, "Think-Pair-Share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading" (2015). This strategy requires all students to first think about a topic by themselves and then share their ideas with their partners. Finally, students share their thoughts with the rest of the class as a whole group. According to Using the Think-Pair-Share Technique (2015), "This strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response".
This strategy is versatile because it can be used in a variety of ways. A few classroom activities that this strategy could be incorporated into include: concept reviews, brainstorming, discussion questions, and partner reading. Also, while students are discussing ideas, the teacher could informally assess students' understanding by circulating the room and listen to their conversations. "Think-Pair-Share helps students develop conceptual understandings of the topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view" (Using the Think-Pair-Share Technique, 2015).
How to use Think-Pair-Share (Reading Rockets, 2015):
This strategy is versatile because it can be used in a variety of ways. A few classroom activities that this strategy could be incorporated into include: concept reviews, brainstorming, discussion questions, and partner reading. Also, while students are discussing ideas, the teacher could informally assess students' understanding by circulating the room and listen to their conversations. "Think-Pair-Share helps students develop conceptual understandings of the topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view" (Using the Think-Pair-Share Technique, 2015).
How to use Think-Pair-Share (Reading Rockets, 2015):
- decide upon the text to be read and develop the set of questions or prompts that target key content concepts
- describe the purpose of the strategy and provide guidelines for discussions
- model the procedure to ensure that students understand how to use the strategy
- monitor and support students as they work through the following:
- T: (Think) Teachers begin by asking a specific question about the text. Students "think about what they know or have learned about the topic."
- P: (Pair) Each student should be paired with another student or a small group.
- S: (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.
This is a video of a second grade classroom learning the Think-Pair-Share strategy. The teacher discusses the rules, and then engages the kids through a classroom read-aloud. The video then explains how this strategy can help build confidence for students who may not enjoy talking in front of the whole class.
This image shows students engaging in a Think-Pair-Share. During a Think-Pair-Share, students are given time to think about a given topic. The students pair up and share their thoughts or feelings about the topic. Then, this is followed by a whole group discussion about the given topic.
This visual explains why the Think-Pair-Share strategy is useful when working with all levels of learners. Think-Pair-Share is a great way to get participation from all students because it provides a safe context for students to share their thoughts.
Content Area Examples:
Type of Learners:
Think-Pair-Share is a great strategy to get the whole class involved in discussion as well as making connections with classmates. This is also a great strategy for all learners regardless of their reading level. Since this strategy is based more on background knowledge, student's reading ability is not going to hinder their discussions with their classmates. However, those with fewer lived experiences may find it harder to connect to certain topics that may be discussed. Building background knowledge, helping students make connections, and modeling the strategy are all helpful ways for students to learn the Think-Pair-Share strategy.
Content Area Examples:
- Science: Teachers can start their lessons off by using the Think-Pair-Share strategy to gather information about what students already know about a given topic. For example, the teacher could have students think about any current events or natural disasters that they have heard of recently. Then students can discuss with a partner about what they each came up with. The teacher can then bring the whole class together by having students share their various thoughts. Since the topic is about current events, all students have opportunities to share information that they can connect to pertaining to their culture.
- Math: The Think-Pair-Share strategy could be used in a math lesson about graphs. For example, the teacher could present a graph on the SMART Board and ask students to individually think what it is about. Then students could pair with an elbow partner to share each other's ideas. Finally students share their ideas with the whole class. This gives all of the students an opportunity to pair/share their thoughts with other students in a more inviting environment.
- Art/Colors: One way for students to practice their colors would be to do a Think-Pair-Share. The teacher would guide the discussion by asking students to think about objects that are a specific color. Individually, students think about what objects come to mind when they think of the color. The teacher continues the thinking by having students turn and talk with a partner. This is a time for students to share their thoughts and hear other's ideas and opinions.
- Health: The Think-Pair-Share strategy could be used in a health lesson about body systems. The students would be introduced to a new body system, the digestive system, and then use the strategy to get them interested in learning more about the system. First, the students would be asked to think about the digestive system, and what they know, or have heard about it. Then, the students would be asked to pair up with a partner to discuss their different thoughts and ideas. Finally, the students would be asked to share with the class their ideas. It would be an engaging way for the students to connect with others as well as make some connections to the new body system.
Type of Learners:
Think-Pair-Share is a great strategy to get the whole class involved in discussion as well as making connections with classmates. This is also a great strategy for all learners regardless of their reading level. Since this strategy is based more on background knowledge, student's reading ability is not going to hinder their discussions with their classmates. However, those with fewer lived experiences may find it harder to connect to certain topics that may be discussed. Building background knowledge, helping students make connections, and modeling the strategy are all helpful ways for students to learn the Think-Pair-Share strategy.
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Questioning Questioning is a strategy where the reader is constantly making connections and asking questions about what they are reading. "Readers ask questions about the text and the author's intentions and seek information to clarify and extend their thinking before, during, and after reading" (Into the Book, 2015). This strategy is helpful in having readers look deeper into a text as well as think deeper about a text. "Questions foster understanding and retention" (Gunning, 2013). Questioning is a strategy that gets students beyond the idea of just reading a text, and to a point of connecting and comprehending a text..
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"It is important to ask questions that help children see relationships among ideas, relate new information to their background or experience, and modify their schema. Students must have opportunities to respond in a personal way to literary pieces - to judge the material and apply the information they gather to their own lives" (Gunning, 2013).
How to use Question-Answer Relationship (Reading Rockets, 2015):
How to use Question-Answer Relationship (Reading Rockets, 2015):
- Clarify to students that there are four different types of questions that they may encounter. Define each, and provide examples (similar to the anchor chart image provided below).
- Read a passage to the students.
- Have thought out questions ready to ask the students after you've completed reading. Read the questions to the students. Explain/model how you decided what type of question was used.
- Model to students how to find information to answer the different questions.
Four types of questions in QAR (Reading Rockets, 2015):
Content Area Examples:
Questioning is a strategy that all learners need to know and use in order to be good readers. This strategy keeps students interested and engaged in their reading. Emergent readers will be able to more quickly implement this strategy, however even beginner and at-risk readers can and should use this strategy throughout their reading.
- Right there questions: Literal questions whose answers can be found in the text. Often words used in the question are the same words found in the text.
- Think and search questions: Answers are gathered from several parts of the text and put back together to make meaning.
- Author and you: These questions are based on information provided in the text, but the student is asked to relate it to their own personal experience. It doesn't lie directly in the text, however the student must have read it to answer the question.
- On my own: These questions don't require the student to read the passage, however the student uses their prior knowledge to answer the question.
Content Area Examples:
- In a social studies lesson, students could use the questioning strategy to get a better understanding of a short passage that is read about Pearl Harbor. First, the students could create different questions that they think will come up when reading the passage. Then, the students could read the passage to themselves, and make connections along the way in their minds. Finally, the students could discuss with classmates how they came up with numerous answers for the different questions.
- During a science lesson about weather, students could use the questioning strategy to deepen their understanding about why it snows. Before reading a story and watching a short video clip, students could come up with questions that they may have about why it snows. Then, after listening to the story and watching the film, students could work together as a whole class to try to answer some of the questions.
- During a read aloud, students could be actively engaged by questioning the author. At the end of each page, the students could raise their hands and explain the question that they have. Then, the teacher and the other students can work together to try their best to answer the questions. This gets the whole class opportunities to discuss with others the depth of the text.
- While students are learning about the human body, they could generate and ask questions pertaining to the brain.The teacher could have a few models of the brain in the classroom, so that the student's could see its many parts first hand. While students are observing the models, they could be asked to write down any questions that come to mind. At the end of the lesson the students could discuss with each other the findings to their questions.
Questioning is a strategy that all learners need to know and use in order to be good readers. This strategy keeps students interested and engaged in their reading. Emergent readers will be able to more quickly implement this strategy, however even beginner and at-risk readers can and should use this strategy throughout their reading.
References for Think-Pair-Share:
Echevarria, J., Vogt, M., & Short, D. J. (2014). Making Content Comprehensible for Elementary English Learners: The SIOP Model. Pearson.
Reading Rockets. (2015). Retrieved October 19, 2015, from http://www.readingrockets.org/
Using the Think-Pair-Share Technique. (2015). Retrieved October 19, 2015, from http://www.readwritethink.org/professional- development/strategy-guides/using-think-pair-share-30626.html
Wright, W. E. (2015). Foundations for teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia: Caslon Pub.
Images/Videos:
http://i.ytimg.com/vi/hAr6bEbiyik/hqdefault.jpg
http://image.slidesharecdn.com/finaldreamdaygotos-140401135209-phpapp02/95/the-go-to-strategies-scaffolding-options-for- teachers-of-ellstesol-2014-12-638.jpg?cb=1396360418
https://www.youtube.com/watch?v=-9AWNl-A-34
References for Questioning:
Echevarria, J., Vogt, M., & Short, D. J. (2014). Making Content Comprehensible for Elementary English Learners: The SIOP Model. Pearson.
Reading Rockets. (2015). Retrieved October 19, 2015, from http://www.readingrockets.org/
Using the Think-Pair-Share Technique. (2015). Retrieved October 19, 2015, from http://www.readwritethink.org/professional- development/strategy-guides/using-think-pair-share-30626.html
Wright, W. E. (2015). Foundations for teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia: Caslon Pub.
Images/Videos:
https://s-media-cache-ak0.pinimg.com/236x/a1/a5/08/a1a508575d0ef561b30e4db287998af0.jpg
https://s-media-cache-ak0.pinimg.com/736x/51/d3/a9/51d3a9e82055bc9ac58f8c2066f18396.jpg
https://s-media-cache-ak0.pinimg.com/236x/7a/7c/a4/7a7ca4bb6a13db4ff52d39bc37db6aa2.jpg