Learning-Focused Teaching Strategies

for Middle and High School

Developed by Laura Lipton and Bruce Wellman

WHAT’S INSIDE

A-B Each Teach……………………………………………………5

A-Z Listing…………………………………………………………6
Bumper Sticker……………………………………………………7
Carousel Brainstorming …………………………………………8
Color Question Brainstorming …………………………………9
Generate, Sort, Synthesize ……………………………………10
Got it! Need it! .…………………………………………………11
Inter-VENN-tion….………………………………………………12
Key Concepts/ Key Ideas ………………………………………13
Most Important Point……………………………………………14
P+ M- I*……………………………………………………………15
Read and Example………………………………………………16
Round the Room and Back Again………………………………17
Scrambled Sentences……………………………………………18
Think & Write; Pair & Share……………………………………19
Three-step Interview………………………………………………20

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Learning-Focused Teaching Strategies for Middle and High School

A-B Each Teach

Purpose Structuring
A-B Each Teach is a paired reading strategy that has a jigsaw quality, in that Group Size: Pairs
each student reads a portion of text and teaches the other. Through this exchange,
student develop clear understandings and concrete examples or applications from Time: Varies depending on the
the text-based material. reading; generally 20-25 minutes
20-25
Intention
This strategy balances participation and provides a time efficient method for Materials and Preparation:
examining information. Paired work and a brief time frame make this strategy Choose a piece of text that has two
useful for exploring cognitively complex topics in a psychologically safe manner. or more key chunks of information.
This strategy provides a foundation of shared information, and an exchange of Reproduce a copy for each student.
perspectives that illuminates thinking, clarifies understanding and increases Public timer
retention.

Instructions to Teacher: Tips

1. Have partners letter off A and B. Choose a reading selection that is not too long and
2. Explain that each partner will read a segment of a larger selection and prepare to lends itself to segmentation.
teach the information. Be sure partners sit side-by-side so the text is
3. Provide 10 minutes for reading and preparing to teach. Each partner should a focusing point for their conversation, and to
include: a summary statement, key points, and concrete examples or applications minimize room volume.
in their ‘lesson’. Focus and support student success by providing a
4. After the designated time, begin the Each Teach process. recording sheet for lesson preparation.

Variations and Extensions

Once the Each Teach is complete, assign a task for
partners to complete together to demonstrate their
understanding of the entire text selection.

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 Learning-Focused Teaching Strategies for Middle and High School

A-Z Listing
Structuring Purpose
Group Size: 2-6 A-Z Listing uses the convention of the alphabet to focus the students’ conversation
and organize important ideas or key concepts. It is a time-efficient way to stimulate
Time: 15-20 minutes idea generation or information synthesis and involve participation by all students.

Materials and Preparation: 15-20 Intention

Worksheets with the alphabet This interactive strategy is a quick idea generator that jumpstarts thinking and
written vertically down the left idea development or can be used to activate or to review and reinforce previously
hand side or blank paper for explored information.
students to create their own form.
Have worksheets or note paper
ready; one per task group

Tips Instructions to Teacher:

Model with one or two examples of appropriate 1. Create work groups (pairs or larger), with a worksheet for each group.
completions, clearly indicating the expectation of 2. Provide a topic and direct students to fill-in ideas or concepts related to the topic
full thoughts for each letter. that begin with each letter in the alphabet. (NOTE: To save time, assign different
To save time, segment the alphabet and assign sections of the alphabet to each group).
different sections to each student group. Be sure to reinforce that the information should be in complete thoughts –
not just words, as in an acrostic.
Students A-Z lists can serve as study guides.
3. After a designated amount of time, ask each group to choose one idea to share.
that might occur to them.
Variations and Extensions
Use A-Z listing to process a piece of text. Have
students choose important ideas and organize them
by the letters of the alphabet.
Ask students to do their A-Z listing for homework
and bring it to class to share and compare with
others.
Use a chart paper and wall stations to focus small
group work.

Example
Weather
Atmospheric pressure varies by altitude J ___________________ S ___________________
Barometers measure air pressure Kilopascals are metric units of air pressure T ___________________
C ___________________ L ___________________ U ___________________
D ___________________ M ___________________ Vortex winds exist in tornadoes
E ___________________ N ___________________ Winds create friction
Fronts are edges of air masses O ___________________ X ___________________
G ___________________ Precipitation takes several forms Y ___________________
Humidity is moisture in the air Q ___________________ Zonal flow is west to east flow of wind
I ___________________ R ___________________

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Learning-Focused Teaching Strategies for Middle and High School

Bumper Stickers
Purpose Structuring
Bumper Stickers is a high-energy strategy that uses symbolic thinking to focus the Group Size: Groups of 3-6
students’ energy on the topic being studied. The creative aspect often adds humor
and allows for high inclusion and acceptance of off-beat or novel ideas. Bumper
Stickers is an effective choice to start or end a lesson or unit of instruction. Time: 10-12 minutes
10-12
Intention Materials and Preparation:
Blank chart paper cut into strips
This strategy gets learners talking about a topic and establishes readiness for further
exploration. It creates a vehicle for engaging more visually and artistically oriented Have several examples of traditional
students. bumper stickers available.

Instructions to Teacher: Tips

1. Explain that each student group will create a bumper sticker based on the topic It is useful to have several examples of traditional
being explored, creating a product that reflects some key aspect or big idea. bumper stickers to get the group started.
2. Let students know that the time frame is intentionally brief (8-10 minutes) Keep timeframes tight and use a public timer to
and that they may need to be ready with a draft, not a final product. keep groups focused on task completion.
3. After the designated time, ask each group to choose a speaker to share its bumper
sticker. Variations and Extensions
Have student groups create a slogan or logo for a
T-shirt or a vanity license plate.

Example

Topic: Study Skills

I // 2 X
et…Goal
Ready…S Proofreader
on
Board

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 Learning-Focused Teaching Strategies for Middle and High School

Carousel Brainstorming
Structuring Purpose
Group Size: task groups of 4-5/ Carousel Brainstorming engages the class in movement and collaborative
whole group learning. It infuses physical energy and is designed to link and extend knowledge
and experience as small groups move from chart to chart generating information
Time: 25-30 minutes and building on previously constructed ideas.
25-30
Materials and Preparation: Intention
Post large sheets of newsprint, This interactive and inclusive strategy taps the knowledge base of each student and
with a question or topic at the creates a shared base of information for further processing.
top, at various stations around the
room (one chart for every of 4-5
students). Have masking tape,
additional blank chart paper, and
felt-tip markers available.

Tips Instructions to Teacher:

Have students use a Brainstorm and Pass* pattern
to ensure inclusion of all members.
Variations and Extensions
Have the students generate the chart headings
based on their questions/ interests/ concerns related
to the topic.
When they return to their original chart, have
students categorize the information recorded there.
1. Create student groups of 4-5. Give each group a different color marker.
NOTE: The marker will travel with the group so their work can be identified on
each chart.
2. Next, direct group members to a starting point at one of the charts.
NOTE: Be sure a starting recorder is identified in each group.
3. Each group brainstorms information related to the question/topic on the chart
heading, recording as they work.
4. After approximately 8-10 minutes, signal groups to rotate one station to the right.
NOTE: The recording task can also rotate at this point.
5. Repeat the process at each station until groups are in front of their starting chart.
6. Groups review the information on their original chart and prepare any questions
that might occur to them.

*Brainstorm and Pass

Brainstorm and Pass is a method for balancing participation by having students brainstorm in sequence. The
intention is still for rapid, non-judgmental generation of ideas.

Directions:
One student begins by offering an idea related to the topic. Additional items are added using a round-robin
pattern; one idea at a time, one student at a time in sequence. To maintain fluidity, students can “pass”, but are
still included in subsequent rounds. NOTE: The recorder also gets a turn in each rotation.

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Color Question Brainstorming

Purpose Structuring
Color Question Brainstorming supports students’ open-minded explorations Group Size: Size: task groups of
by generating questions, rather than answers. The brainstorming pattern keeps it 4-5/whole class
psychologically safe for learners to engage while the focus on exploring questions
keeps thinking flexible and fluent. Time: 25-30 minutes
25-30
Intention Materials and Preparation: Use
This interactive and inclusive strategy both taps and stretches students’ thinking chart stands, or post large sheets of
style preferences by requiring a specific mode of question generation at a given newsprint at various stations around
time. Brainstorming keeps the group work psychologically safe and keeps minds the room (one chart for each of 4-5
open to new possibilities. Students gain insight into each other and grow to group members).
appreciate the different thinking styles available in their class.
Have masking tape, additional
blank chart paper, and felt-tip
markers available

Instructions to Teacher: Tips

1. Create student groups of 4-5. Explain the question categories, as follows: Suggest that groups use a Brainstorm and Pass
Green Questions: Imagination, Ingenuity, Possibility pattern (see page 8) to ensure inclusion of all
Red Questions: Facts, Figures, Data members.
Blue Questions: Judgments, Opinions, Values, Needs Abbreviate and synchronize the brainstorming
period. For example, after groups have worked on
2. Next, direct group members to brainstorm a large quantity of questions (without
one chart for 5 minutes or so, call time and direct
qualifying or judging them) beginning with whichever chart they choose, working
them to another chart.
with one chart/one category at a time.
3. After a designated amount of time (approximately 20 minutes), groups examine
their lists, highlighting the questions that seem most relevant to the issue at hand.
Variations and Extensions
4. Additional questions may be added at this time. Insert a Walk-About between steps 3 and 4 so
groups can learn from each other’s thinking.

Example
Ecology

Green What might happen if we …

What might happen if we only used recycled materials in the school cafeteria?

How many … /How much …

Red How many pounds of waste do we produce in a school year?
What percentage of our teachers and students recycle at home?

Blue Why is this … /What’s the best way to …

What’s the best way to get to school if we want to conserve energy?
What’s the best way to keep the school clean without harmful chemicals?

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 Learning-Focused Teaching Strategies for Middle and High School

Generate, Sort, Synthesize

Structuring Purpose
Group Size: 4-6 Generate, Sort, Synthesize can be used with a wide variety of topics to explore
relationships between discrete pieces of information, and then to organize the
information into larger categorical or conceptual groupings.
Time: Approximately 30 minutes

Materials and Preparation:

30 Intention
This multi-step strategy structures exploration and synthesis of information, while
Blank index cards
incorporating and honoring individual knowledge, experience and points of view.
The physical manipulation of the materials creates a high level of interaction and a
concrete method for sharing perspectives and clarifying understanding.

Tips Instructions to Teacher:

Give directions one step at a time so students don’t
move too quickly to creating categories, which
might reduce the depth of exploration of ideas
during step two.
Give several examples of synthesizing statements, or
provide a template for their construction.
Variations and Extensions
Have each group work on a different topic or
subtopic.
Once clusters are labeled, conduct a walk-around so
students can see each other’s thinking.
1. Direct students to generate 3-5 ideas related to the topic, placing each idea on a
separate index card. NOTE: This step can be done for homework.
2. Using a round-robin process (one idea at a time, one student at a time in sequence)
to ensure balanced participation, student groups then share and explore these ideas.
3. Next, groups sort their cards into clusters that make sense to all students in the
group, based on the relationships they perceive between items.
4. Once the cards are sorted, the group creates labels for each cluster.
5. Finally, ask each group to create a synthesizing statement, incorporating the ideas
explored during the previous steps, and reflecting big ideas, discoveries and
insights related to the topic.

Example

Topic: Volcanoes
lava

Physical steam dangerous

characteristics
ashes
lava
fiery
ashes
Description

destruction hot
fiery hot
extinct
crater
steam
t Helens
Mount Sain Mt. Fuji
dangerous eruption
Examples
Mt. Fuji
Vesuvius

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Got it! Need it!

Purpose Structuring
Got it! Need it! uses a two-column structure for student self-assessment, before or Group Size: Groups of 2-6
after a unit of instruction. The Got it! Need it! can be conceptual understandings,
information or skills related to a topic of study.
Time: 15-20 minutes
Intention Materials and Preparation: 15-20
This strategy is an effective way to build habits of reflection for learners of all ages.
Worksheets with two columns
It provides some individual think time, as well as a structure to focus sharing. It is
labeled Got it! and Need it! or
an efficient way for students to set both short and long-term goals.
blank note paper

Instructions to Teacher: Tips

1. Create groups (pairs or larger), with a worksheet for each group.
2. Ask students to work individually first, completing their worksheet
determining ideas, skills or knowledge that they’ve “got” and those that they
“need” to increase their confidence, effectiveness or knowledge base.
3. After a designated amount of time, structure interaction in pairs, small groups
or full class exploration of the individual responses.
Students can complete their Got it! Need it!
worksheet on their own and bring it to the session.
Variations and Extensions
Use the Got it! Need it! for student groups to reflect
on their success as learning teams.
Add a Third Column: How To Get It? to have
students begin a learning plan.

Example

Topic: Expository Writing

Got it! Need it!
punctuation better transitions
topic sentence drawing conclusions
support idea with text-
based evidence

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 Learning-Focused Teaching Strategies for Middle and High School

Inter-VENN-tion
Structuring Purpose
Group Size: Pairs into quartets Inter-VENN-tion is a flexible multi-step strategy that structures an exchange and
exploration of information. It can be applied to a wide range of topics, including
information about students’ interests and experiences. It can be applied to explore a
Time: 25-30 minutes topic before or during instruction or as a reflective strategy afterward.

Materials and Preparation: 25-30

Determine categories for
Intention
consideration for inside the ‘me- This strategy is effective for building relationships as student groups are
map’. Reproduce one ‘me-map’ forming. It is also effective for finding commonalities and distinctions between
worksheet for each student and one individual student’s experience, perspectives, and knowledge about a topic under
Venn diagram worksheet for every consideration.
two students or provide blank paper
for students to create their own.

Tips Instructions to Teacher:

It is useful to model the process, especially at the 1. Display a me-map with topics/categories to be addressed, or ask students to
initial stage. draw a circle on a blank piece of paper.
Alert partners to Step 6, the cross introductions, so 2. Direct students to work individually to fill-in words/short phrases for each
they can prepare. category displayed.
Students can complete the ‘me-maps’ for 3. Once these me-maps are completed, organize partners.
homework. 4. Using the Venn worksheet, or creating one, partners compare and contrast
their individual thinking, placing the information in the appropriate space on the
Variations and Extensions diagram. Encourage students to add new information as it emerges during
their exploration.
Use this protocol after input or exploration of
5. After 15-20 minutes, connect sets of partners to create quartets (pairs squared).
information. For example, at the end of a lesson or
unit of instruction. 6. Partners introduce each other and share a little bit about their conversation.

Example

Topic: World Religions

ism Ca
ism dh t
d

ho
c

Bu
oli

lici
C at h

core b
m s

eliefs

als
monies/ritu
cere hierarchy

holidays

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Key Concepts/Key Ideas

Purpose Structuring
Key Concepts/Key Ideas is a paired reading strategy for constructing meaning Group Size: Pairs
from text-based information. In this strategy, students explore the entire selection
and reflect on their own before sharing and exploring ideas with a partner. Idea
exploration, supported by attentive listening and active inquiry enhances individual Time: Varies depending on the
and shared understanding, and increases retention and transfer of new information. reading; generally 20-30 minutes
20-30
Intention Materials and Preparation:
This strategy balances participation and provides a time efficient method Choose an appropriate piece of
for examining information. Paired work increases student confidence and text and reproduce a copy for each
psychological safety. This strategy provides a foundation of shared information, student
an exchange of perspectives that, in many cases, illuminates thinking and clarifies Public timer
understanding.

Instructions to Teacher: Tips

1.Explain to students that they will be reading a text selection individually, Choose a reading selection that is not too long,
highlighting words or short phrases that capture important or interesting ideas. but with enough complexity to support deep
2. Once each partner has read through and marked the text, pairs share and examination.
discuss highlighted items, taking turns initiating the ideas for exploration. The reading and highlighting task can be completed
NOTE: This alternating of turns is intended to balance participation. as homework and brought to class.
3. As part of their exploration, ask students to identify new thinking and any
Be sure partners sit side-by-side so the text is
questions that emerge.
a focusing point for their conversation, and to
4. After the designated amount of time, widen the conversation (configure quartets,
minimize room volume.
table groups or full class). Depending on the skill of the students, you may need
to continue the exploration with question prompts.

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Most Important Point

Structuring Purpose
Group Size: 2-6 Most Important Point is a quick and energizing strategy for reinforcing learning
for individual students and the whole class. It provides an opportunity for each
Time: 5-10 minutes student to surface and express significant ideas related to the topic and to hear the
ideas generated by others.
5-10
Materials and Preparation: Intention
Establish task groups
This strategy gives individual students a chance to surface essential content, and to
hear what was significant to others. It also provides feedback to the teacher about
what the class is remembering and understands.

Tips Instructions to Teacher:

Provide examples of several appropriate M.I.P. s 1. Ask students to write a key point, or significant idea from the lesson, unit of
instruction or reading selection – what they consider to be a Most Important
Collect each student’s M.I.P. use as a formative
Point (M.I.P.)
assessment
2. After 1-2 minutes, have group members share their M.I.P. with a partner or with
their table group.
Variations and Extensions

Direct students to paraphrase each other’s M.I.P.
before sharing their own, whether in partners or
table groups.
After pairs share their M.I.P.’s, use a Partner’s
Report pattern to share with the full group; or ask
table groups to choose one M.I.P. to share with the
full group.

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P+ M- I*
Purpose Structuring
P+ M- I* gives students a structure for stretching their thinking and examining Group Size: Groups of 4-6
an idea from multiple perspectives. Given a topic, groups brainstorm the pro’s
(Plusses); con’s (minuses) and interesting elements associated with the topic or idea.
Time: 15 minutes
Intention Materials and Preparation: 15
This strategy both honors and expands individual and group viewpoints by forcing
students to generate both pro’s and con’s, no matter what their initial opinion might Preparation: Create and duplicate
be. It promotes focus, energy and balanced participation, and is a low-risk method P+ M- I* recording worksheets or
for exploring controversial topics. use large chart paper and felt tip
markers

Instructions to Teacher: Tips

1. Review the categories and be sure students understand each one. Model the process; be sure students understand that
2. Designate a recorder (or have groups choose one) and explain that the interesting is neither a plus nor a minus. For example,
brainstorming for each category must remain exclusive to that category. interesting points might include effects of the idea, or
3. Direct groups to brainstorm Pluses, using a Brainstorm and Pass pattern (see page 8). projections.
4. After three minutes, have them repeat the process generating Minuses. Offer a pass option during the brainstorming process.
5. After three minutes, have them repeat the process generating Interesting points or Remind students that brainstorming is nonjudgmental,
ideas. especially if they don’t have a lot of experience using
this process. Explanations, qualifications or judgments
6. Finally, each table group chooses and charts 1-2 ideas in each category for full
distort the process and bog down the group work.
group posting.
Offer a minute of think time for each student to
generate at least one idea in each category before
beginning the brainstorming.

Example

Topic: Lengthening the school day and creating a four-day week.

P+ M- I*
Longer week-ends Less time for hanging out or There might be an economic
an after-school job. ripple effect, an additional day
to shop at the Mall or go to a
movie or video arcade.

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 Learning-Focused Teaching Strategies for Middle and High School

Read and Example

Structuring Purpose
Group Size: Pairs Read and Example is a paired reading strategy for generating specific examples/
applications from text-based information. This strategy incorporates incremental
stopping points for generating information. Through structured exchanges,
Time: Varies depending on the partners develop these examples to clarify their understanding of the text material.
reading; generally 20 -30 minutes This thinking out loud, and co-generation of ideas enhances individual and shared
20-30 understanding.
Materials and Preparation:
Choose an appropriate piece of text
and identify several stopping points.
Intention
This strategy gives all students an opportunity to participate and to process
Create a worksheet for recording
information. It expands a foundation of shared information, clarifies and
examples with labels for each text
personalizes concepts and helps sort out ideas that might be confusing.
segment.

groups or full group). Instructions to Teacher:

Tips
Choose a reading selection that is not too long and
lends itself to segmentation.
Be sure student partners sit side-by-side so the text
is a focusing point for their conversation, and to
minimize room volume.
Use this strategy as a scaffold to build confidence
and readiness when beginning a new unit of
instruction.
1. Ask partners to letter-off A and B.
2. Explain that they will be reading individually to a designated stopping point and
taking turns summarizing what’s been read. At each stop and summary point,
one partner summarizes (alternating turns) and partners co-develop examples that
illustrate their understanding of the text.
3. Partners continue this process until the selection is completed.
4. After the designated amount of time, widen the group (configure quartets, table

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Round the Room and Back Again

Purpose Structuring
Round the Room and Back Again engages students’ present knowledge and Group Size: Groups of 3-6
experience as well as their energy. It sets up an exchange of information in
preparation for further exploration, and can be applied to wide range of topics, at Time: 15 minutes
the beginning, middle or end of a lesson or unit of instruction.
Materials and Preparation: 15
Intention
This interactive strategy provides physical energy and surfaces individual Be ready with a topic or question.
perspectives, knowledge and experience. It creates a shared base of information for Blank note paper
further processing that emerges from the class.

Instructions to Teacher: Tips

1. Be sure each student is ready with something to write on and something to write This is an effective strategy to mark transitions between
with. Let students know that they are going to begin a list, writing the first topics, as well as when introducing a new one.
example and collecting additional information from others in the room.
Model some appropriate examples to get started.
2. After writing one example of the topic for exploration have students set their Examples should be short, succinct and easy to
paper aside and move around the room, sharing their examples and ‘collecting’ remember.
examples from others without writing them down. NOTE: the challenge is to rely
on auditory memory. This motivates attentive listening and an efficient transition
to the next step. Variations and Extensions
3. After two minutes or so, call time and direct students to return to their seats and Use this strategy as a pre-writing or pre-reading
write down all of the examples they can recall. exercise.
4. At your signal, table groups pool their examples and create one extended list

Example

Make a list of:

Synonyms for good, or said, or fine (any word students overuse when writing).

Things you’d find in a city (as a pre-writing preparation for a story with an urban
setting.

Foods (or other cultural elements) that you’d find on Chinese New Year (or any
holiday).

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 Learning-Focused Teaching Strategies for Middle and High School

Scrambled Sentences
Structuring Purpose
Group Size: Full class Scrambled Sentences work to synthesize a learning experience by having each
student select a key word that captures an important idea from the lesson and
recording it in bold print on an index card. Students then leave their desks and
Time: Approximately 15-20 move around the room until signaled to form groups of four. The small group
minutes, depending on grade level members then share their individual words, eliminate duplicates and craft a
15-20
sentence using their four words. They share this sentence with the larger group.
Materials and Preparation:
An Index card for each student Intention
This strategy focuses energy and attention by providing a clear structure for
integrating ideas and information from a lesson or full unit. Scrambled Sentences
requires that each student actively contributes to the final summary.

Tips Instructions to Teacher:

Line up the quartet members to match the order
of the keywords in their sentences. This adds to
the clarity of their presentations. Suggest that they
practice their sentence and add verbal and nonverbal
impact to their presentation.
It is sometimes useful to have pre-formed quartets.
Students write their own words and then move
directly to their quartet.
Variations and Extensions
Have quartets write their Scrambled Sentences on
chart paper with the key words emphasized. Post
these on the wall.
1. Distribute index cards and instruct each student to write a keyword that captures
an important idea from the lesson. NOTE: They should write in BOLD letters.
2. Direct students to leave their desks and move around the room greeting others.
3. Signal a stop and instruct students to form groups of four and share their key
words. Have the groups eliminate any duplicates and substitute other appropriate
key words.
4. Direct the groups of four to craft a sentence using their keywords.
5. Form a circle around the perimeter of the room and have each group share their
sentences and with verbal and nonverbal emphasis to indicate each key word as it
emerges in the sentence.

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Three Step Interview

Purpose Structuring
Three Step Interview initially structures a paired exchange of knowledge, Group Size: Pairs
experience and perspectives on any given topic. The protocol then widens the frame
by having pairs join other pairs for cross introductions and information exchange. Time: Approximately 20 minutes
Intention Materials and Preparation: 20
This strategy balances participation and provides a focused method for sharing Determine an interview question,
information. The strategy exercises and builds students’ speaking and listening or several questions that will focus
skills. the learning. Display the interview
question(s) on a worksheet, chart
or slide

Instructions to Teacher: Tips

1. Once partners are established, explain that this is an interview protocol, intended It may be useful to provide the interview question(s)
to provide time for each student to respond without interruption. Determine who prior to class, so students have some time to think
will be the initial interviewer and who will respond. about their responses.
2. Designate a time period for the first interview; and then signal when it is time for Remind students that this is an interview, to
the pairs to switch roles. ensure that each speaker gets full attention to their
3. Once each partner has been interviewed, form quartets (pairs squared). Students thoughts/responses.
introduce their partner and share a bit about their partner’s responses.
Variations and Extensions
Use this strategy for students to think and talk
about their own learning; questions can focus on
goals and growth as a student.

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 Learning-Focused Teaching Strategies for Middle and High School

Think & Write; Pair & Share

Structuring Purpose
Group Size: Pairs Think & Write, Pair & Share structures individual think time with a partnered
exchange. It is extremely versatile and can be applied to a wide variety of topics
in a wide variety of contexts. The paired exchange creates readiness for further
Time: 8-10 minutes exploration of a topic.
8-10
Materials and Preparation:
Index cards or note paper
Intention
This strategy balances participation and provides a low-risk, time efficient method
for shared exploration. Individual preparation time increase the confidence of
each partner and the quality of the exchange. The written notes increase focus and
momentum when partners begin their conversations.

Tips Instructions to Teacher:

Provide an overview of the three steps so that
students know they will be sharing their response
with at least one other person.
To preserve class time, and build responsibility,
have students prepare their Think & Write for
homework.
1. Give students a prompt, stem or question to think and write about.
2. After 2 minutes or so, form partners. NOTE: These can be based on proximity,
predetermined, or organized in the moment. (See Pathways to Understanding for
grouping ideas).
3. Partners share their responses.

Variations and Extensions

Once partners have exchanged and explored their
Think & Write, have one partner share the ideas of
the other with the class. (Partner’s Report)
Once partners have exchanged and explored their
Think & Writes, form quartets (pairs squared), or
larger groups for further discussion. Give students a
prompt to deepen their thinking.

Examples

• Think and write: One way your family celebrates _______________ .

• We are going to write a story about a forest.

Think and write of one thing you would find there.

20 The Learning-Focused Classroom Copyright © 2010; MiraVia, LLC

The Learning-Focused Classroom Copyright © 2010; MiraVia, LLC 21