ThinkPairShare

Think-pair-share (TPS) is a collaborative learning strategy used to increase student participation and deepen understanding of a topic. It originated in the cooperative learning literature, with educational researchers such as Frank Lyman contributing to its development in the 1980s. The method is widely used in K-12 and higher education across disciplines.

The process consists of three phases. In the think phase, students consider a prompt or question individually and record their thoughts. In the pair phase, they team up with a partner to discuss their ideas, compare perspectives, and justify their reasoning. In the share phase, pairs present their conclusions to the class, often through a whole-group discussion, a brief written report, or by selecting spokespersons.

Implementation considerations include providing a clear, concise prompt and time limits for each phase; facilitating equal participation by assigning roles or rotating partners; starting with straightforward questions and gradually increasing complexity; and supporting with a short written response to anchor discussion. Classroom management and timing are important to ensure the activity fits into the lesson.

TPS supports a range of applications, such as initiating discussions, promoting problem solving, and serving as a formative assessment tool. Benefits commonly cited include higher levels of student engagement, exposure to diverse ideas, development of speaking and listening skills, and reduced anxiety for less vocal students. Limitations include the need for careful timing, potential inefficiency in very large classes without structured sharing, and varying effectiveness depending on task design. Variations include using digital tools or adapting the steps for small groups or whole-class debates.

See also: cooperative learning; collaborative learning strategies.