FOR-PDS READING STRATEGY OF THE MONTH

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One of the most exciting developments in modern education goes by the name of
cooperative (or collaborative) learning and has children working in pairs or small
groups. An impressive collection of studies has shown that participation in
well-functioning cooperative groups leads students to feel more positive about
themselves, about each other, and about the subject they're studying. Students also
learn more effectively on a variety of measures when they can learn with each other
instead of against each other or apart from each other. ~ Alfie Kohn, Punished By
Rewards

RATIONALE
Cooperative learning has a long research history and offers many benefits to students as a way o build student-to-student
interactions, allow students to work together toward a common goal, and facilitate discussions and processing of information.
Cooperative learning procedures are designed to engage students actively in the learning process through inquiry and discussion
with their peers in small groups (Davidson & Worsham, 1992). Noted by the National Reading Panel (2000) as a strategy that had
scientific basis for concluding it could improve reading comprehension in non-impaired readers, cooperative learning has become a
staple in many classrooms across the country.
As we look at cooperative learning we must be aware of specific differences that distinguish it from students simply working in small
groups. Cooperative learning should provide positive interdependent learning, heterogeneity, shared responsibility, and social skills
development (Johnsons, Johnson, Roy, & Holubec, 1984). Also, as Marzano (1992) notes, cooperative learning should encompass
five dimensions of thinking and learning including the following:
1. Developing attitudes and perceptions conducive to a positive climate
2. Acquisition and integration of knowledge
3. Extending and refining knowledge
4. Making meaningful use of knowledge
5. Developing favorable habits of the mind
One specific cooperative learning strategy, Think-Pair-Share (TPS), encompasses each of the above dimensions while providing
instructional benefits such as increased time on task, active involvement, and practice of listening skills (Nessel & Graham, 2007).
Developed by Frank Lyman, TPS uses the principle of all before one which allows for a time when all students are engaged in
thinking before any one student is called upon (Mauro & Cohen, 1992). TPS is a useful learning strategy that can be used with all

grade levels and all content area subjects. It is an effective strategy used to assist learners in thinking more deeply, as well as allow
students the opportunity to practice in communicating their thoughts and ideas with peers and teachers.

HOW TO USE THE STRATEGY

Think-Pair-Share gets its name from the three steps of action within the strategy.
First, teachers should pose a question or give a prompt to the students. This prompt can be based on a reading, an experience, a
visual, or as a prewriting activity. Upon providing the prompt, along with background knowledge and motivation, the teacher should
then allow time for thinking.
Think
The think part of Think-Pair-Share is designated as a time either after a question, prompt, or reading for students to independently
think about the topic. Student may want to write down notes or ideas as the brainstorm about the topic at hand. Students may want to
rehearse what they want to share or say. The time allotted for thinking should be considerate of the amount of reading, if any, that is
required.
Pair After independent thinking time is over students should pair up with classmate. Teachers may want to pick partners for each
student, randomly assign partners, or have students choose their own partners. The goal of pairing students is to allow students the
opportunity to discuss ideas and thoughts and to provide opportunity for them also listen and gain insights from each other. It is during
this time that students will want to decide what they wish to share as a team about the topic.
ShareDuring the sharing step of the strategy students will reveal their ideas on the topic or question to the entire class. The team
can decide what to share, or if there are disagreements, they can each give their own thoughts and reasoning.
Math Class Ideas
Have students solve problems during the think step of the strategy and then have students pair up to discuss how they each came
to solve the problems. The focus should be on the process, not just the answer. Finally, have students come back to a large group
and have them share their solutions along with what they may have learned from each other.
Science or Social Studies Class Ideas
Before students begin an investigation, research project, and/or experiment have them participate in a TPS. Have them brainstorm
about what they think will be the results of their project, come together with a partner to share, and then, after the project is complete,
come together as a class to inform all about their hypothesis.
Think-Pair-Square (Kagan, 1994)
In Think-Pair-Square a team is created during the last step instead of sharing with the entire class. If done in this manner, with a team
instead of the class, more interdependce is created and students can often have a more in-depth discussion. Afterward, teachers may
want to bring students back to a large group and have some share about their new understandings.
Think-Pair-Share Activity

Blank Template

Elementary Example

Secondary Example

ASSESSMENT
Evaluation of this strategy can be done by observation, rubric, or review of each students understanding of the process. Teachers
may want to do walk around the room and observe students participation in their pair. Review of a Think-Pair-Share handout would
provide a way to review both the process of the strategy, as well as the end result.

RESOURCES
Reading Quest: Think-Pair-Share

http://www.readingquest.org/strat/tps.html
Learn more about Think-Pair-Share and why you should use it in your classroom.
Think-Pair-Square-Share
http://www.pointloma.edu/TeachingandLearning/Teaching_Tips/Think-Pair-Square-Share.htm
This site offers information on how to use think-pair-square-share, an adaption of Think-Pair-Share.
Spelling Using Think-Pair-Share
http://www.teachervision.fen.com/lesson-plan/spelling/48548.html
Students use the think-pair-share strategy to explore spelling patterns. This lesson uses the /a/ (short-a) sound, although any spelling
pattern could be used, including words that include "qu," homonyms, and compound words.
Think-Pair-Share Activity
http://www.google.com/url?sa=t&source=web&ct=res&cd=7&url=http%3A%2F%2Fjc-schools.net%2Fdynamic%2FLA%2Factivities%2
View this PowerPoint presentation for some practice on doing Think-Pair-Share.

REFERENCES
Davidson, N., & Worsham, T. (Eds.) (1992). Enhancing thinking through cooperative learning. New York: Teachers College Press.
Johnson, D.W., Johnson, R.T., Holubec, E.J., & Roy, P. (1984). Circles of learning. Alexandria, VA: Association for Supervision and
Curriculum Development.
Kagan, S. (1994) Cooperative learning. San Juan Capistrano: Kagan Cooperative Learning
Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, As, praise, and other bribes. Boston: Houghton
Mifflin.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read:
An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH
Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Nessel, D. D., & Graham, J. M. (2007). Thinking strategies for student achievement: Improving learning across the curriculum, K-12
(2nd ed.). Thousand Oaks, CA: Corwin Press.

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