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, language development, and learning outcomes. Research in TPS and T&T has primarily focused on older students, but emerging research suggests these are also effective practices for young learners. TPS & T&T generally have four parts: an initiating prompt, child–child talk, teacher–child 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 helps all students engage, and may be especially important for students whose Speed of Processing varies from their peers. Child-child 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 students 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
Watch this Elementary teacher teach her students how to Turn & Talk:
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
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As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.
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