Think-Pair-Share Teaching Strategy

When to Consider TPS

TPS is best used at any point in a lesson where you want to encourage active student engagement and discussion, including:

• BEFORE introducing new material to gauge prior knowledge
• DURING a lesson to check comprehension
• AFTER a topic to solidify understanding

TPS is particularly effective in…

• Activating prior knowledge. Before starting a new topic, ask students to think about what they already know.
• Checking for comprehension. Pause and ask students to think about a key concept during a lecture or reading.
• Fostering critical thinking. Pose a complex question that requires analysis and interpretation.
• Building confidence in speaking up. Students who might be hesitant to share their thoughts in a large group can feel more comfortable discussing ideas with a partner first. 
• Encouraging diverse perspectives. By pairing students with different viewpoints, Think-Pair-Share can facilitate rich discussions.

Challenges to Prepare For

• Creating balanced groups with diverse skills and perspectives requires forethought.
• Evaluating individual contributions within a group can be tricky to assess.
• Some students may rely on others to complete the work—social loafing can be a risk with group work.
• Managing the logistics of pairing students and ensuring effective sharing in a large classroom can make classroom management mentally taxing.
• Some students may feel initially uncomfortable with collaborative learning, especially if they are introverted or if the class culture is not open to discussion.

A Note on Hybrid or Online Courses

TPS can be adapted for hybrid or online courses using digital platforms. Tools like Zoom breakout rooms, shared documents like Google Docs, or online discussion boards can facilitate virtual Think-Pair-Share activities.

Higher-Order Questioning

Ask open-ended, thought-provoking questions that require analysis and reflection. Higher-order questioning refers to questions that encourage students to think critically, analyze information, synthesize new ideas, and apply concepts in novel ways. These questions go beyond simple recall and comprehension (lower-order thinking) and engage students in deeper cognitive processes. Think about Bloom’s Taxonomy when structuring your line of questioning; analyze, evaluate, create, apply, synthesize, etc.

Sample Questions

LITERATURE

• "What is the significance of the protagonist’s transformation throughout the novel, and how does it reflect on larger themes?"
• "How would the novel’s message change if it were set in a different historical period?"

PHILOSOPHY

• "Do you think Nietzsche’s critique of traditional morality is valid in the modern context? Why or why not?"
• "How can you apply the principle of ‘the greatest good for the greatest number’ from utilitarianism to contemporary issues such as healthcare or environmental policy?"

HISTORY

• "Do you think this leader’s actions were justified given the historical context? Why or why not?"
• "What were the long-term effects of the Industrial Revolution on modern economies?"

SCIENCE

• "How could you design an experiment to test the effects of this variable under different conditions?"
• "What are the potential consequences of using this technology in the future?"

MATH

• "How would you use this formula to solve a real-world problem, such as determining the optimal dimensions for a building?"
• "What insights can you draw from the graph of this function? How does its shape relate to the problem you are solving?"

FINE ART

• "What is the relationship between the subject matter and the medium used in this artwork? How does the choice of medium affect the message?"
• "Can you think of a popular song that uses similar musical techniques? How does the use of these techniques compare between the two pieces?”

COMMUNICATION

• "What underlying messages or values can you infer from the tone, word choice, and structure of this political speech?"
• "What impact does social media have on public discourse? How can individuals and organizations use social media responsibly to communicate effectively?"

BUSINESS

• "How does the proposed business expansion align with our company’s mission and values, and what risks might we need to mitigate?"
• "How would you design an employee training program that fosters innovation, collaboration, and leadership across various levels of the organization?"

CRIMINAL JUSTICE

• "What are the systemic factors contributing to racial disparities in arrest rates and sentencing? How can we address these factors at the institutional level?"
• "How could we design a restorative justice program that effectively addresses the needs of victims, offenders, and the community while promoting rehabilitation?"

Research Findings on TPS

IMPROVED STUDENT ENGAGEMENT

Increases student engagement and helps maintain attention during class.

Collaborative Learning: A Literature Review

Terenzini, P. T., et al. (2001)

ENHANCED CRITICAL THINKING

Practice critical thinking skills by encouraging them to reflect on their ideas before discussing them with others.

Team-Based Learning: A Transformative Use of Small Groups in College Teaching

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004)

COLLABORATION AND SOCIAL INTERACTION

Improve collaborative skills and peer-to-peer interaction. Cooperative learning strategies lead to higher achievement and greater social skills among students.

Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning

Johnson, D. W., & Johnson, R. T. (1999)

ADDRESSES DIVERSE LEARNING STYLES

Beneficial for students with different learning preferences. Address visual, auditory, and kinesthetic learning styles by incorporating both individual reflection and group discussion.

Should There Be a Three-Strikes Rule Against Pure Discovery Learning?

Mayer, R. E. (2004)

INCREASED RETENTION AND ACADEMIC PERFORMANCE

Peer learning methods significantly increase student achievement and learning outcomes, particularly when compared to traditional lecture-based teaching.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Hattie, J. (2009)