Think-Pair-Share (Turn & Talk)
Overview
Think-Pair-Share (TPS), also known as Turn & Talk (T&T), is when the teacher pauses instruction so students can discuss a topic or prompt in pairs or small groups, to enhance engagement and learning outcomes. TPS and T&T generally have four parts: an initiating prompt, student–student talk, teacher–student talk, and the overall guidance of the activity, such as providing clear behavioral expectations. Open-ended prompts can encourage deeper thinking and more complex conversations as students compare and contrast ideas, and asking students to explain their thinking or make predictions can support Metacognition. Providing enough “think” time before talking to a peer or broader class helps all students engage, and may be especially important for students whose Speed of Processing varies from their peers. Student-student talk may also require additional time if students are slower to remember words or concepts, so teachers can monitor discussions and adjust timing as needed. Incorporating key words or ideas into a question and encouraging learners to use these in their answers can support development of language skills and vocabulary. Multilingual learners also benefit from these strategies and can feel more comfortable practicing Communication skills in smaller groups or pairs. It is important that educators are considerate of the multitude of learners' Communication preferences and needs, to enable all students to contribute in a way that allows them to feel supported and have their ideas. For instance, some students, including those with learning disabilities or anxiety, may prefer to write down their ideas and share with partners, rather than verbalize.
Example: Use This Strategy in the Classroom
Learn how this high school teacher uses think-pair-share her classroom to encourage students to think about and share their thoughts with their peers. By using it as a warm-up and giving the option to write, students develop their Vocabulary.
Design It into Your Product
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Cooperative Learning Strategies
Collaborative writing activities allow peers to work together to plan, draft, edit, and revise during the composition process, supporting writing skills and engagement with content knowledge as students write to reflect upon and apply what they have learned.
As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.
Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.
Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.
An open classroom climate is an educational environment where students feel comfortable and confident expressing their opinions in class.
Respectful redirection, or error correction, outlines a clear and concise way that educators can provide feedback on behaviors that need immediate correction, in a positive manner.
Socratic seminar refers to a discussion technique that engages learners in the exploration of content through Critical Thinking and classroom dialogue in order to help learners make meaning from what they are learning.
