Autor: UNOi

Fecha: 18 de noviembre de 2014

Think, Pair, Share. Strategies for Reading to Learn

by Elaine Gallagher     Think, Pair, Share Description Think, pair, share is a simple technique with great benefits. (For an interesting variation on the […]

Foto: Diego Devesa Laux
Foto: Diego Devesa Laux

by Elaine Gallagher    

Think, Pair, Share


Think, pair, share is a simple technique with great benefits. (For an interesting variation on the use of the strategy, have a look at a website for «Discussion Webs» in Vaca & Vaca, pages 243-247.)

TPS results in increased student participation and improved retention of information. Using the procedure, students learn from one another and get to try out their ideas in a non-threatening context before venturing to make their ideas more public. Learner confidence improves and all students are given a way to participate in class, rather than the few who usually volunteer. The benefits for the teacher include increased time on task in the classroom and greater quality of students’ contributions to class discussions. Students and teachers alike gain much clearer understandings of the expectation for attention and participation in classroom discussions. The model was first proposed by Frank Lyman of the University of Maryland. There are four steps to think, pair, share, with a time limit on each step signaled by the teacher. (An electronic kitchen timer works well for this.)


Step One – Teacher poses a question

The process of think, pair, share begins when the teacher poses a thought-provoking question for the entire class. This may be a straightforward question or a problem the teacher wants to pose to the class for solution. For example, «What would have been the likely outcome if the United States had maintained its isolationist position and not entered the European theater of World War II?» or «What is symbolized by the rose in the story of Snow White?» Low level, single right answer questions are to be avoided in this model. Questions must pose problems or dilemmas that students will be willing and able to think about.

Step Two – Students think individually

At a signal from the teacher, students are given a limited amount of time to think of their own answer to the problematic question. The time should be decided by the teacher on the basis of knowledge of the students, the nature of the question, and the demands of the schedule. It may be helpful, though it is not required, to have students write out their individual responses and solutions. Students should understand that while there may be no one right answer, it is important that everyone come up with some reasonable answer to the question. This step of the procedure automatically builds «wait time» into the classroom conversation.

Step Three – Each student discusses his or her answer with a fellow student

The end of the think step signals to the students the time to begin working with one other student to reach consensus on an answer to the question. Each student now has a chance to try out possibilities. Together, each pair of students can reformulate a common answer based on their collective insights to possible solutions to the problem. At times, the process can go one step farther by asking pairs of students to regroup into foursomes to further refine their thoughts before sharing with the group at large. These small group settings are less threatening to individual students than venturing forward before the whole group with an untried answer. The pair step in the model also promotes much more conversation among students about the issues entailed by the question.

Step Four – Students share their answers with the whole class

In this final step, individuals can present solutions individually or cooperatively to the class as a whole group. Where pairs of students have constructed displays of their answers, as in a chart or diagram, each member of the pair can take credit for the product of their thinking.

The final step of think, pair, share has several benefits to all students. They see the same concepts expressed in several different ways as different individuals find unique expressions for answers to the question. Moreover, the concepts embedded in the answers are in the language of the learners rather than the language of textbook or teacher. And where students can draw or otherwise picture their thoughts, different learning modalities and preferences can come into play in the attempt to understand the ideas behind the answers.

It may be worth repeating one caveat in closing: The success and quality of the think, pair, share activity will depend on the quality of the question posed in step one. If the question promotes genuine thought for students, genuine insights are sure to emerge in successive steps.



The above description was adapted from the description in:

Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A models approach, 3rd edition. Boston: Allyn & Bacon, pp. 279-280.