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Think Pair Share
Transcript of Think Pair Share
Addresses State Academic standards and common core standards
Stand Up, Hand Up, Pair Up
This critical thinking activity shares the same structure as Think, Pair, Share.
Grade Level/Content Area
Think Pair Share is a critical thinking activity that promotes student response. It gives the opportunity to think on a topic individually and form an opinion or response and then gives each student in the class the opportunity to share their own thinking with at least one other person.
Think: Students think independently about the question that has been posed, forming ideas of their own.
● Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.
● Share: Student pairs share their ideas with a larger group, such as the whole class.
This video explains more:
Use Within The Classroom
Application Over Multiple Grade Levels and Subject Areas
Cognitive Processes Utilized During This Critical Thinking Activity
Opportunity For Group Interaction During Workshop
This can be used in nearly any grade level. Even students who are not yet of reading age, could watch a video or clip or look through a picture book and evaluate the medium, and then share in a small group or with a partner. Likewise, college students can do a Think Pair Share activity through discussion forums and with projects.
4th Grade students read an informational piece, "My Brother Martin" and journal their response to the way African Americans were treated before the civil rights movement. They will pass their journals to the person on their left. These new readers will have a chance to evaluate, and then reply to the original message. This cycle will repeat three to four times, and then the journals are returned to their owners so they may read all feedback.
Students could use a medium such as a blog page or one drive in which they are using real time technology to see and respond to their classmates.
We will be doing a sample Think, Pair, Share within this workshop. We will watch the video below. As you watch the video, think about how this critical thinking activity can be used within your classroom. After we are done viewing the video we will give everyone a moment to complete their thoughts. Then, you will pair up with another member of the workshop and share your thoughts. Once you have been given time to share, we will ask for some partners to share with the entire group.
It meets academic standards by providing a means for students to pair up and discuss information. It is very useful when students need to list information under a specific topic. Students can pair up and list the stages of plant reproduction or any other lists of information. It also meets standards by encouraging critical thinking skills and group problem solving techniques. The standards establish guidelines for English language arts (ELA) as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. http://www.corestandards.org/ELA-Literacy/
It is a Kagan and Kagan Cooperative Learning Structure in which students share with a random partner for a determined amount of time. Students stand up, put their hands up, and then partner up.
Stand Up, Hand Up, Pair Up can be used by any teacher at any grade level or subject. The students are taught that when you say Stand Up all students rise from their seats, and when you say Hands Up all students raise their hands and then the teacher can direct the order that they Pair Up. It simply needs to be practiced and the students will participate.
This activity can be used as a lesson wrap up activity or as a quick start activity at the beginning of class to see if students can remember the topic that was previously taught. Any information that needs to be remembered is applicable. For example, it can be used as wrap up lesson to see how many vocabulary terms the students can list in a predetermined amount of time.
It is a Comparative Structure that aids in recognition, memorization, conservation of constancy, classification, processing information for meaning by comparing how bits of information are alike and different.
Technology can be integrated through using computers to generate the lists.
Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1).
Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms. New York: Routledge & Kegan Paul.
Pressley, M. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92.513-555.
Reading Rockets (2013, January 29). Think-Pair-Share [Video file]. Retrieved from YouTube website:
Teach Like This (2013, October 5). How to do a Think Pair Share [Video file]. Retrieved from YouTube website:
Debra Day, Shawn Johnson, Katie Jones, Ashley Tafoya
CUR 515/ Critical Thinking & Innovative Practices
September 7, 2015
Bloom’s Taxonomy of cognitive development
● Individual learning activities are types where the learner applies course content that is read either online or through course materials through writing, diagrams or concept mapping.
● Cooperative learning can be defined as a structured form of group work where students pursue common goals while being assessed individually. Examples include discussion forums where students respond and engage with fellow classmates and peer review projects.
● Collaborative learning refers to any instructional method in which students work together in small groups toward a common goal. Examples of collaborative learning activities are case studies, debates in teams using discussion forums, reports or essays that are created collectively then evaluated as a group.