Description:

 A collaborative learning strategy where

students work in pairs or groups to solve a
problem or answer a question about an
Think-Pair-
assigned task. This technique requires
students to (1) THINK individually about a
topic or question; and (2) PAIR with other
Share
classmates. The final step requires the
students to SHARE their ideas.
4

Overall benefits:
 Maximizes participation (active engagement),
helps focus attention, and engages students in
comprehension.
 Helps students think individually about a topic or
answer and practice social skills.
 Actively involves all four language processes:
listening, speaking, reading, and writing.
 Provides a safe learning atmosphere.
 Activates prior knowledge.
 Uses higher level thinking.

How to use this strategy: LOOKS LIKE:

1. Choose an open-ended question from the subject/topic the Sharing
class is studying (can be used for any subject) Taking turns
*Explain why, how could it be used, what would happen if..? Helping
2. Allow students time to think. Learning together
3. After a predetermined time, group children in pairs/small Cooperating
groups.
4. Give the children time to take turns sharing their ideas.
Listening
5. Come back together as a class and allow students to share Following directions
Paying attention
*Can be modified on different templates and can include Being kind and polite
writing in the steps.
 This strategy can English Language
Who benefits from Think-Pair-Share?
benefit all types of Learners:
Conversations in natural contexts, with both peers and adults, have
learners regardless Peer Scaffolding is important
been shown to promote children’s self-help and social skills.
when requiring bilingual
if they are typical learners to produce content-
Teachers may use a structured approach to explain to students how
developing students, to perform a desired behavior, giving examples and reinforcing
related discourse structures
targeted behaviors through questions, answers, and other feedback.
students with with which they have little or
This approach can help children learn language, motor,
disabilities, and no practice. This allows
communication, and pre-academic skills. Allows children to take
bilingual learners to practice
English language their oral and written skills.
control of their learning.
learners. It helps create a community
Specific Learning Disability- Allows communication skills with little to
of children who feel none written expression. Active learning helps with hyperactive behavior.
comfortable learning. Emotional Disturbance- Can help students become a part of the
Can be used in class/work on social skills. Simple directions make the strategy easy to
follow.
WORKING TOGETHER
all grade levels ADHD- Allows children to take initiative in their own learning with less
time listening to teacher lessons, allows quick decision making and helps
from preschool children learn patience.
OHI- Clear organization of activities, able to work with/learn from others
to college ages. even if multiple classes are missed.
Autism- Assists in higher level thinking, allows practice interacting with
others, allows short attention spans.
Intellectual Disability- Increases practice of reading and language
skills, gives child a chance to participate in social interactions.
Communication Disorders- Allows practice applying language
effectively with others, aids in problem solving.
Conderman, G., Bresnahan, V., & Hedin, L. (2011). Promoting Active Involvement in Today's Classrooms. Kappa Delta Pi
Record, 47(4), 174-180.

Arreguin-Anderson, M. G., & Esquierdo, J. J. (2011). Overcoming Difficulties. Science And Children, 48(7), 68-71.

Bromley, K., & Modlo, M. (1997). Using Cooperative Learning To Improve Reading and Writing in Language Arts. Reading And
Writing Quarterly: Overcoming Learning Difficulties, 13(1), 21-35.

Iliana, A. (2013). Where's Your Partner? Pairing Bilingual Learners in Preschool and Primary Grade Dual Language
Classrooms. YC Young Children, (1), 42.

Tyminski, A. M., Richardson, S. E., & Winarski, E. (2010). Enhancing think-pair-share. Teaching Children Mathematics, 16(8),
451-455

Cooper, F. (2018). A Modification of Think Pair Share to Make it More Learner-Centered by Using Student-Generated
Questions. College Teaching, 66(1), 34. doi:10.1080/87567555.2017.1390438