Think-Pair-Share
The think-pair-share strategy is something so simple, yet so effective for helping students with reading comprehension. In using this strategy, students work together to solve a problem or answer a question about an assigned reading (Reading Rockets). The great thing about his strategy is that it can be used before, during, or after reading a text. It has also been shown to increase student engagement and helps them focus on the task at hand. The general outline for a think-pair-share is as follows:
1) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
2) Each student should be paired with another student or a small group.
3) Students share their thinking with their partner. Teachers lead the class in a discussion on what partners learned from each other or discussed.
The another great benefit of this strategy is students actually have to think and have wait time, they actually have time to think about their answers. Because it is silent thinking time, you eliminate the problem of the eager and forward students who always shout out the answer, rendering unnecessary any thinking by other students (Lyman, 1981). Every student is held accountable for answering the question and being engaged throughout the reading.
Below are several videos of the TPS strategy in action
1) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
2) Each student should be paired with another student or a small group.
3) Students share their thinking with their partner. Teachers lead the class in a discussion on what partners learned from each other or discussed.
The another great benefit of this strategy is students actually have to think and have wait time, they actually have time to think about their answers. Because it is silent thinking time, you eliminate the problem of the eager and forward students who always shout out the answer, rendering unnecessary any thinking by other students (Lyman, 1981). Every student is held accountable for answering the question and being engaged throughout the reading.
Below are several videos of the TPS strategy in action
As far as integration goes, teachers can have the think-pair-share be planned, or use it on the spot if they feel like students are engaged or are especially chatty that day. Giving students the opportunity to be involved and also to talk out loud with a partner eliminates the wanting to talk while the teacher is reading.
It is extremely vital the teacher elaborates on student responses, and ask other students to do the same thing. There should be constant reflection on the text and answers to the problems or questions.
It is extremely vital the teacher elaborates on student responses, and ask other students to do the same thing. There should be constant reflection on the text and answers to the problems or questions.