Interactive Classroom Activity: Think-Pair-Share

                Yesterday, I read an article in one of my English teacher groups, and it touched my heart dearly.  The article was written by a veteran teacher, who shadowed two students for two days.  His personal reflection had me thinking about my own teaching style.  He stated that students sat in class without talking and had limited interaction.  He continued to state that teachers were lecturing a majority of the time.  His suggestions were to have students move around and do a think-pair-share.  Before reading the article, I made a teacher goal to have each class perform an interactive classroom activity daily within the class.  I wanted my class to be more engaging, interesting, and student-focused. I knew the days of lecturing were of the past, and students needed to listen and speak to others to understand a concept fully. 

Allowing Time for An Interactive Classroom Activity

                I made the decision to incorporate think-pair-share within each lesson because I saw the benefits of sharing thoughts with a fellow classmate, the positive energy from students, and I saw it on the walk-through form.  A think-pair-share is part of the direct instruction lesson.  According to Marzano, a think-pair-share involves, “the teacher asks students to think critically about a question, pair up with another classmate to come to a consensus on their answer to the question, and then share their response with other groups or the whole class” (31). What makes this interactive classroom activity meaningful is its use of critical thinking and speaking with their peer before sharing with the whole class. Some students may want to check with a partner before announcing to the class, or an introverted student may not want to state their answer but contribute to the work. 

                After reading the article I mentioned in the introduction paragraph, I reflected on my own learning.  I remember I learned best when I studied with a partner.  We reviewed vocabulary words, and they showed me how to complete a problem step-by-step.  Even when the teacher was lecturing, I was taking notes and reviewing the notes daily for the test.  I was fully engaging with the text.  I was highlighting, questioning, jotting down notes, and writing mnemonics to memorize the information.  With think-pair-share, students are questioning the text and jotting down notes.  I also set a timer for the students to complete a think-pair-share.  This keeps students focused on the lesson, and if more time is needed, I can increase it. 

How I use Think-Pair-Share with My Classes

1. I introduce the learning target and begin with an essential question of the day.
2. I ask questions about the previous lesson to connect the learning from the previous lesson to the current one.
3. Next, I introduce new information to the class. It may be a reading passage, an article, or a nonlinguistic representation.
4. Students reflect on the text and write a short reflection on it.
5. I pose a question about the text, and students perform a think-pair-share with their elbow partner.  I give students two or three minutes to talk.
6. Sometimes I may say, “think-pair-square” and that includes four people in the discussion.
7. Students are then instructed to work independently on the text.
8. I close the lesson with an exit slip or using the random names strategy for questioning. 
9. I use the information I collect to build instruction for the next lesson. If students miss the learning target, I review the lesson. However, if they show proficiency with the learning target, I scaffold with the next lesson.

I learned that this activity usually takes a class period because you have to provide enough time for the students to read the passage, write their thoughts, and share their work.  You can modify this lesson but plan it out so that students have enough time to do all the steps. 

What Improvements Have I Witnessed with Think-Pair-Share?

            During the think-pair-share strategy, I have witnessed students making new discoveries and thinking creatively and critically.  This strategy promotes high levels of interactive classroom activity participation because every student has to listen and share their thoughts.  Students are able to write their thoughts down and share them with a peer, where a peer can agree or share a different viewpoint.  Students appear more confident in sharing their thoughts with one person than a whole class. I observe and listen to answers to assess students’ understanding of a topic, and it helps guide my instruction.  I may need to review the lesson or continue to have students work independently.   

            I also include the read, write, discuss, and revise strategy when I teach, which is similar to the think-pair-share strategy.  Students have an article to read, I have a question for them, they write down their thoughts, discuss it with their elbow partner, and finally, they revise the writing component.  I have witnessed improved writing statements after discussions because of shared ideas.  Students are able to share information and gain the insight they did not think of because they shared their ideas with a classmate. This is a great interactive class activity to involve everyone, regardless of ability level, in a discussion.

How Do You Get Started?

            You must prepare for the lesson for it to go smoothly.  Have an article or text and a list of high-level questions ready for your students.  You can assign pairs of students based on their academic ability, or you can keep them in their seats.  Describe the strategy to the students and include rules for discussion.  Explain that students will think independently on a teacher-posed question.  Next, students will pair with a partner and discuss the question.  Finally, the pair will share the ideas with the whole class.  After all the pairs have shared with the class, you can have pairs discuss the whole class discussion.

            This strategy is dependent on class participation because of its pair and whole-class discussions.  As students continue this strategy, they feel safe to share their thoughts, and as a teacher, you can pose analytical or knowledge utilization (higher Marzano Taxonomy) questions.  As a teacher, I use this strategy to assess students.  When I observe and listen to students, I make a mental note if I have to review a concept or if I want the students to move to independent work.  Students like this strategy because it allows them to talk and be involved with the lesson.  Overall, think-pair-share is a strategy that promotes critical and creative thinking from students.

            Do you use the think-pair-share within your class? What other interactive classroom activities have you used?  Tell me in the comment section below.  

Work Cited

Marzano, Robert J, Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, Va: Association for Supervision and Curriculum Development, 2001.