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Centre for Teaching and Learning (CTL)

Centre for Teaching and Learning (CTL)

Think-pair-share

Students take time on their own to consider a question then with a partner and, optionally, after with the entire class.

Promotes: Analysis and critical thinking, Knowledge integration and synthesis

Think pair-share is an active learning technique that encourages peer-to-peer collaboration and opportunities for creating a greater sense of classroom community. Students are given a single question to briefly think about individually. They are then asked to share and discuss this question with a partner seated next to them. This paired discussion can then be followed by a full class discussion so that the class can benefit from a wider range of answers and a more comprehensive exploration of the questions. This technique provides opportunities for clarifying misinformation and prompts critical reflection. For more information about Think-Pair-Share, watch the K. Patricia Cross Academy video on Think-pair-share .

This diagrams shows the Think-Pair-Share technique that can be used when the classroom has fixed seating. A series of paired figure drawings representing students seated next to each other and turning to each other when seated side-by-side thereby allowing for easy pairing and sharing. Think-Pair-Share (Fixed Seating)

This diagrams shows the Think-Pair-Share technique that can be used when the classroom has fixed seating. A series of paired figure drawings representing students seated next to each other and turning to each other when seated side-by-side thereby allowing for easy pairing and sharing.

This diagrams shows the Think-Pair-Share technique being used when the classroom has flexible seating where chairs and tables can be moved around. Figure drawings representing students can turn to the other figure drawings representing students seated next to them or to groups or four to eight students seated nearby and shown in the diagram illustration because the classroom seating shows a flexible setup. Think-Pair-Share (Flexible classroom)

This diagrams shows the Think-Pair-Share technique being used when the classroom has flexible seating where chairs and tables can be moved around. Figure drawings representing students can turn to the other figure drawings representing students seated next to them or to groups or four to eight students seated nearby and shown in the diagram illustration because the classroom seating shows a flexible setup.

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References and resources

  • Active learning spaces: Teaching and learning experiences in active learning classrooms at McGill. McGill University.
  • Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman M.K., Foreward by Mayer, R. (2010).  How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
  • Anderson, L.W., Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: A revision of bloom’s taxonomy of educational objectives. New York: Longman. Barkley, E., & Major, C. (n.d.). The K. Patricia Cross Academy. Retrieved Dec 6, 2022, from https://kpcrossacademy.org/.
  • Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
  • Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
  • Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
  • Biggs, J. (1999).Teaching for Quality Learning at University.SHRE and Open University Press
  • Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay Company, Inc.   
  • Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers. Journal of Chemical Education, 87, 1438-1443. 
  • Casale-Giannola, D., Schwarts Green, L. (2012). 41 active learning strategies for the inclusive classroom. London: Sage Publications.
  • Doyle, T. (2011). Foreward. T. Zakrajsek. Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus Publishing.
  • Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P.  Alberts, B. (ed.). (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111 (23), 8410-8415; first published on May May 12, 2014; doi: 10.1073/pnas.1319030111
  • Jubain, Lin. “Using Collaborative Note-Taking to Promote an Inclusive Learning Environment.” UGuelph Office of Teaching and Learning, 2020.
  • Loadman, N. (2016, Jul 10). Punctuated Lectures: Classroom Assessment Technique. YouTube. Retrieved Dec 6, 2022, from https://www.youtube.com/watch?v=AttIxRWxYF4.   
  • Nash, R. (2009). The active classroom: Practical strategies for involving students in the learning process. Thousand Oaks, CA: Corwin Press.
  • Nash, R. (2012).  From seatwork to feetwork: Engaging students in their own learning. Thousand Oaks, CA: Corwin.
  • Silberman, M. (1996). Active Learning: 101 strategies to teach any subject. Needham Heights, Mass: Simon & Shuster Co.  
  • Small G., Vorgan, G. (2008). iBrain: surviving the technological alteration of the modern mind. New York: HarperCollins.
  • Twilight of the Lecture. Harvard Magazine.
  • What is active learning? University of Minnesota, Center for Teaching and Learning.
  • Why do active learning? Queen’s University.
  • University of Toronto Centre for Teaching Support & Innovation. (n.d.). Active Learning and Adapting Teaching Techniques. Retrieved Dec 6, 2022, from https://tatp.utoronto.ca/wp-content/uploads/sites/2/Active-Learning-and-Adapting-Teaching-Techniques1.pdf.
 
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