Think-pair-share: what is it? You should implement it as a teaching approach in the classroom! Here, I'll go over all you need to know about think-pair-share, including its purpose, advantages, potential drawbacks, and how to use it in your classroom.
The think-pair-share method gives students time for personal reflection, thinking, and information processing before they might be swayed by other students' responses. Through this procedure, students learn how to articulate their ideas first to a peer and later to a wider group of people (the entire class).
How Should We Apply Think-Pair-Share?
Before starting the exercise, go over the technique with the students. Describe the goal, establish the parameters and time constraints for the discussion, and demonstrate the technique to make sure the students understand it.
Step 1: Think
Start by asking a specific question. Then, give each student time to consider their own response and record it independently, either in writing or with visuals. For this portion of the exercise, students may be given 1-3 minutes.
Step 2: Pair Students now form groups of two. Make a decision in advance over whether to assign pairings or allow students to pick their own partners. Consider the characteristics and strengths of the students while combining them. Ask the students to debate their ideas with their partners once they have shared them with you. The students can quiz one another using the questions you offer. It may take at least five minutes to complete this portion of the task.
Step 3: Convey
Reconvene as a class for a debate as a whole for this section. One individual from each duo can either share with the class, or the conversation can be more open. Additionally, students can report to the class what their buddy said.
Benefits
Think-pair-share is a straightforward method that helps students develop their critical thinking abilities, listening and reading comprehension, cooperation, and presentation skills.
Students who are generally reserved may feel more at ease speaking in front of the class after speaking with a partner, while outgoing students will gain by listening to others' opinions before speaking their own.
Challenges
Student participation is a problem with the think-pair-share method. Consider strategies to encourage involvement, such as by coming up with engaging subjects or giving this activity participation points.
How do you deal with pupils who talk in your class while you deliver your lessons? Are you of the view that the students' voices should not be heard when the teacher speaks?
Well, let me put it forward this way- How do the pupils react when you undertake any activities in your classroom? Is it permissible for your students to communicate with one another? If this is the case, how do they interact in class?
There will be some hyperactive pupils, some bashful students, and some students who respond normally, right? This learning tool assists students in thinking individually, collaborating with a classmate or in small groups, and sharing their knowledge with the rest of the class.
This tool is developed by Frank Lyman, a professor at the University of Maryland, in 1981, it's simply called Think-Pair-Share.
The teacher asks an open-ended question, and the pupils reflect about it silently for a while. Then, for two to five minutes, each student teams up with a partner and discusses the question. Finally, the entire class participates in a discussion in which students raise their hands and share all of their thoughts and ideas.
There are a lot of benefits using this tool.
Instead of having to speak in front of the entire class, some students find that speaking in small groups makes them feel safer and more at ease. They have the chance to feel more comfortable discussing their ideas through the Think-Pair-Share activity. This tactic enhances pupils' speaking and listening abilities in addition to helping them develop their social skills.
Each student gains knowledge from their partner when brainstorming in pairs. As they learn new terms from their peers and build on their past knowledge, this can aid children in growing their vocabulary.
I was just remembering how I used to compose fiction as a writer of fictitious works. How I could accomplish the narrative, story line, point of view, etc. I am happy that I was able to employ certain strategies of these in my English teaching to spice up a few of my courses with fun activities. I will tell you how did I assess the students' understanding of a lesson after it has been completed.
Hope you know what are the five Ws. Ask your pupils to discuss the five Ws (who, what, when, where, and why) in order to understand every part of the story that you explained to them. Ask them to discuss which character(s) they connected with the most and why. Ask them, "What if you changed the plot of the story? What would occur if...? The class would continue...
And I don't really believe that pupils should be placed solely in a specific place, and are prohibited from sitting with their buddies. I used to offer the students the option to sit wherever they want, that make them comfortable, because, when they are sat together, they can discuss and solve specific difficulties, especially in subject like Mathematics, but a number of restrictions frequently prevented me from doing so.
Pairs can review the processes to determining the product or quotient in straightforward multiplication and division problems if you're teaching math word problems or other basic operations.
In my Physics class when I taught kids about the basics of the earth, sun, moon, and celestial objects in elementary and high schools, I always saw that they were really interested in what I was teaching them. The pair sharing tool performed perfectly. Many questions were raised, and as a teacher, it was really intriguing to address them.
Because I detested learning by heart for as long as I can remember, social studies was the subject in which I used to perform worse in elementary school. In high school, I had a good social studies teacher who periodically utilized some techniques to sparkle some interesting conversations in the classroom while she was explaining how many aspects of the subject related to my everyday life. I now believe that this practice can aid the kids in becoming familiar with their class. Sounds intriguing, doesn't it?
Consider posing queries like "Do you like to live alone or in a society?" or "Why is it important for families to work together?" You may learn more about your students, make connections between these questions and the curriculum, and give your students the chance to interact and get to know one another.
Further Reading:
1. Creative STEM Professional Development Activities to Plan Now
2. We Spy: An Interactive Classroom Activity.
Comments
Post a Comment