Think pair share technique что это
Смешанное обучение в России
Когда мы задаем вопрос всему классу, чаще всего мы спрашиваем тех, кто готов ответить, и чаще всего это одни и те же ученики. Как избежать этого паттерна?
Просите учеников не сразу давать ответ, а подумать некоторое время (think time). Дайте им возможность обсудить идеи в паре (pair time). Затем предложите ученикам поработать в группах или перейти к фронтальному обсуждению с учителем (share time).
Инструкция
Как использовать Think-Pair-Share в маленьком, большом и онлайн классе.
Маленький класс
В маленьком классе у вас больше гибкости с пространством и логистикой. Воспользуйтесь этим и заставьте учащихся двигаться. Поскольку учащиеся, вероятно, дружат с одноклассниками, сидящими рядом, попросите учащихся поработать с кем-то новым — возможно, с другой стороны класса.
В зависимости от того, сколько у вас пар, вы можете попросить каждую пару поделиться своими ответами со всем классом.
Большой класс
Вместо того, чтобы попросить несколько избранных групп поделиться своими ответами, попросите учащихся присоединиться хотя бы к одной другой паре и повторите упражнение один или несколько раз. Затем попросите учащихся представить свои ответы. Это можно сделать в электронном виде с помощью виртуальной доски, Poll Everywhere, кликеров, онлайн-форумов или в бумажном виде с использованием стикеров. Это гарантирует, что учащиеся почувствуют себя уверенными в своем участии в упражнении, поскольку вы не сможете дать возможность каждой группе поделиться своими ответами.
Примечание: это вариант техники под названием «Снежок» — полное описание см. В разделе 3.
Онлайн
Если используемая вами LMS позволяет использовать закрытые и / или частные форумы, вы можете разделить учащихся на пары или маленькие группы и попросить их обсудить вопрос в течение определенного периода времени. После того, как ученики подготовят свои ответы, они могут публиковать свои ответы на более крупном форуме, на котором все ученики могут читать и комментировать ответы.
Technique «think, pair, share»
Teachers are always in search of suitable classroom techniques which will foster student cooperation and engagement. This issue is especially of great importance when we deal with teenagers or kids. A well-known technique “think, pair, share” is a valuable learning strategy where students work together to find the answer to a question or the solution to a problem or challenge. Each of them individually begins by thinking about the topic and formulating their ideas. Then they pair up with another student who has been thinking on the same topic. Together they share their ideas and discuss the topic in more depth. The sharing process can expand to a classroom discussion.
Benefits of the Technique
Think, pair, share can be used at any point of a lesson and with most classroom materials. Hereby, we will present some classroom activities which can be carried out following the given technique.
The teacher makes sure that students have understood the questions and sets the time to think them over. Usually, 2-3 minutes will be quite enough for the thinking stage. After this stage, the teacher pairs the students up and they share their thoughts. As they had enough time to formulate their ideas while pairing up and sharing, they are likely to be more confident. When they finish, they can discuss the questions open class more freely.
Taking into account all the above-mentioned benefits that the Think, pair, share technique has and the fact that it can be used with any classroom material, for developing any language skill and at any part of the lesson, we are sure that this technique will greatly boost collaborative and fun learning in the classroom.
Think, Pair, Share Cooperative Learning Strategy
TPS explained and demystified, with tips for new teachers and pros alike!
Think, Pair, Share Cooperative Learning Strategy
What Is It?
The think, pair, share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. Students think through questions using three distinct steps:
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. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students’ ideas have become more refined through this three-step process.
Why Is It Important?
Students need many opportunities to talk in a linguistically rich environment. Researchers have found that students’ learning is enhanced when they have many opportunities to elaborate on ideas through talk (Pressley 1992).
The think, pair, share strategy increases the kinds of personal communications that are necessary for students to internally process, organize, and retain ideas (Pimm 1987).
In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher’s authority (Cobb et al. 1991).
Additional benefits of using the think, pair, share strategy include the positive changes in students’ self-esteem that occur when they listen to one another and respect others’ ideas. Students have the opportunity to learn higher-level thinking skills from their peers, gain the extra time or prompting they may need, and gain confidence when reporting ideas to the whole class. In addition, the «pair» step of the strategy ensures that no student is left out of the discussion. Even a student who is uncomfortable discussing his or her ideas with the whole class still has an audience in this step. Finally, while the strategy may appear to be time-consuming, it makes classroom discussions more productive, as students have already had an opportunity to think about their ideas before plunging into whole-class conversations.
How Can You Make It Happen?
The think, pair, share strategy is ideal for teachers and students who are new to collaborative learning. It can be used in a variety of contexts. However, to be effective, students must consider a question or issue. It could be a complex question, such as, «What do you think were the key issues that led to World War I?» It could be a more straightforward request, such as, «Create a pattern that could be described as ‘a, b, a, b.'»
As students consider the question or issue, they should derive some benefit from thinking about it further with partners, such as when there are multiple correct answers to a question. For instance, in the previous example, students could provide many examples of «a, b, a, b» patterns and seeing multiple answers will reinforce this concept. On the other hand, providing students with questions that have only one correct response, such as, «What is 5 + 2?» soon becomes tedious to students, as there is not much to share with partners or the whole class.
The «think» step may require students merely to be quiet for a few moments and ponder their thoughts about the question. They may write some thoughts in response to the question.
Some teachers find it helpful to set a time limit for the «think» and «pair» steps of the strategy. If you choose to do this, be sure to give students an idea of how much time they will have. Remember to allow sufficient time during the «pair» step to allow both students to talk about their thoughts.
In the «share» step of the strategy, students can share their ideas in several ways. One way is to have all students stand, and after each student responds, he or she sits down, as does any student with a similar response. This continues until everyone is seated. Another way is to move quickly through the class, having students respond quickly, one after the other, or to have a class vote. Responses can be recorded on an overhead projector or on a graphic organizer for future discussions. Another variation is to stop after the «pair» step, and have students write their ideas. Collect students’ responses and assess any problems in understanding.
Improving students’ speaking skills through the technique “Think-Pair-Share” in ESP classes
Дата публикации: 18.03.2018 2018-03-18
Статья просмотрена: 150 раз
Библиографическое описание:
Полванова, М. Ф. Improving students’ speaking skills through the technique “Think-Pair-Share” in ESP classes / М. Ф. Полванова. — Текст : непосредственный // Молодой ученый. — 2018. — № 11 (197). — С. 185-187. — URL: https://moluch.ru/archive/197/48806/ (дата обращения: 09.12.2021).
The article is dedicated to the improving students’ speaking skills through the technique Think-Pair-Share in ESP classes. And in this issue we investigate that applying a variety of strategies in both academic and social settings by planning, monitoring, and evaluating their learning or by arranging to participate in experiences that will be conductive to language learning who study English. Also in this work we demonstrate the findings which can improve to work on teaching foreign languages through “Think-Pair-Share” technique in the context based learning.
Статья посвящена улучшению навыков общения студентов с помощью технологии “Think-Pair-Share” в ESP классах. И в данной статье мы исследуем, что применяем различные стратегии, как в академических, так и в социальных условиях путем планирования, мониторинга и оценки их обучения или путем участия в опыте, который будет проводиться для учащихся, изучающих английского языка. Также в данной работе мы демонстрируем результаты, которые могут улучшить работу по обучению иностранным языкам с помощью технологии “Think-Pair-Share” на основе контекста.
Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. Some scientists support the idea above and say that speaking ability will be focused on two things, namely: the form and function of the language. [1,67] The form will be focused on how to use the language suitable to the pattern, structure, vocabulary and elements in the language. The function will focus on how to use and the objective of using the language. So the students are expected to master the language verbally with the accuracy of language use in terms of structure, context, time and place. The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.
Successful language learners apply a variety of strategies in both academic and social settings by planning, monitoring, and evaluating their learning or by arranging to participate in experiences that will be conductive to language learning. Learning strategies and approaches provide language learners with tools for success and can be useful for both the English teacher and the subject teacher instructing in English. Students may use strategies that directly influence the way in which new language reception and production experiences are conceptualized and organized. Basically, these techniques enable students to take command over their learning and to apply procedures that will assist them in retaining and using important language skills.
Making students speak is neither an easy nor a fast process. Teachers must be aware of some special techniques that will help to achieve the purpose. These techniques are based on different approaches. For this issue, specially, the Communicative Approach is going to be the object of study since that the main purpose in discussion is on promoting language into the classroom and supporting ideas that will be mentioned in order to share the scientific contribution brought with other teachers helping them to achieve positive results in the oral production with their students. Encouraging students to become more active participants in a lesson can sometimes assist them to see a purpose for improving their communication skills in the target language. Successful communication using the target language should result in students feeling some sense of accomplishment. Many of our students will agree that it is useful to speak English well, and they will be motivated to learn the language. We can support their interest in learning English by providing interesting topics for them to talk about in your classes. If students are interested in a topic and have something to say about it, then they are more likely to speak in class and participate actively in learning. In this case we applied some of interesting strategies and try to design different meaningful activities for an ESP context in order to achieve the object. So, this article introduces with one of important tool named Think-Pair-Share teaching technique by means of ESP context.
Think-Pair-Share is a learning strategy developed by Lyman; it is associated with encourage student classroom participation and interaction between students and facilitators. In this strategy, the question/problem will be posed by the facilitator and trainers are allowed to think about it individually, and then discuss in pairs to solve the problem and finally share their ideas to the class [2, 34]. This strategy could also be used for spur-of-the-moment discussions, in other word refreshing their brains after a long day’s theory lesson. It is different to traditional learning styles where facilitators pose a question or problem and randomly pick a participator to answer the question. Indeed it provides an opportunity for all trainers to share and analyze the question from different points of view and also shares to at least one other person. The think, pair, share strategy is a cooperative learning technique that encourages individual participation and is appropriate to all grade levels and class sizes. Applying this technique in the teaching process students are really interested in developing fluency in the language classroom using their points of view and critical thinking because they will be making a decision on their problem, then they will be more involved in developing that fluency. Using established tools and techniques will help you improve your approach to solving the problems that your team and your organization face. You’ll be more successful at solving problems and, because of this, more successful at what you do. Also, organizing ESP learners to do these activities is the most important and difficult role that to be performed by the teacher, the good organization leads to the success of those activities. When organizing an activity the teacher has to well inform learners about the issue of the activity, the procedure they should take while doing this activity, to put the learners in pairs or groups, giving them clear instructions about their task, and preparing feedback. Meanwhile, it is well-advised for the teacher to examine the amount of learners’ understanding of the instructions before starting doing the activity.
The Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes ESP classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, this strategy provides an opportunity for all students to share their thinking with at least one other student which, in turn, increases their sense of involvement in classroom learning. Think-Pair-Share can also be used as in information assessment tool; as students discuss their ideas, the teacher can circulate and listen to the conversations taking place and respond accordingly. In this strategy, a problem is posed, students have time to think about it individually, and then they work in pairs to solve the problem and share their ideas with the class. This strategy can be used for a wide variety of daily classroom activities such as concept reviews, discussion questions, partner reading, brainstorming, quiz reviews, topic development, etc. Think-Pair-Share helps students develop conceptual understanding of a topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view.
Students need many opportunities to talk in a linguistically rich environment. Researchers have found that students’ learning is enhanced when they have many opportunities to elaborate on ideas through talk. [3, 15] The think, pair, share strategy increases the kinds of personal communications that are necessary for students to internally process, organize, and retain ideas. In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher’s authority. And other benefits of using the think, pair, and share strategy include the positive changes in students’ self-esteem that occur when they listen to one another and respect others’ ideas. Students have the opportunity to learn higher-level thinking skills from their peers, gain the extra time or prompting they may need, and gain confidence when reporting ideas to the whole class. In addition, the «pair» step of the strategy ensures that no student is left out of the discussion. Even a student who is uncomfortable discussing his or her ideas with the whole class still has an audience in this step. Finally, while the strategy may appear to be time-consuming, it makes classroom discussions more productive, as students have already had an opportunity to think about their ideas before plunging into whole-class conversations. Incorporating Think-Pair-Share technique into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun! It can be an integral part of the class and not a ‘one-off’ event. If the teacher believes that the activity will work and the necessary support is provided, it can be very successful. If the teacher isn’t convinced about the validity of using the activity does not work as you are expected. Therefore, if you think positive and have a go, you may be pleasantly surprised.
In conclusion it should be said that the communicative teaching method views language as a medium of communication. They are motivating and create a meaningful context for language usage. The application of such activities increases cooperation and competition in ESP classroom and stimulates students’ interest to the learning process. In this teaching method importance is placed on helping the pupil get the message delivered. This is what really matters: if the pupil can understand and be understood. In addition we want to say that using such interactive method involves all the learners into active work and can be effectively used in improving their speech, other language skills and creates favorable conditions for cooperative work.
1. Brown H Douglas. Principals of language learning and teaching. Pearson education.2007
2. Lyman, F. «The responsive classroom discussion». In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.1981
Use Think-Pair-Share to Boost Student Engagement
Helly Douglas
UK Writer and Teacher
Think-pair-share (TPS) is a simple technique with a dramatic effect on student engagement. It gets all your class contributing without the fear of saying the wrong thing.
Sometimes called ‘turn and talk’, TPS requires no resources. It is quick and easy to use for all sorts of lessons. Instead of asking individual students to answer questions, TPS encourages your class to collaborate. This leads to engaged students who are involved in their learning.
What Is Think-Pair-Share?
TPS is a discussion technique for boosting engagement and understanding. It allows time for students to talk about their ideas before having to share them with the class.
So, what are the Think-Pair-Share stages?
Think
Students spend time individually thinking about their response to your question. You can adjust the time given depending on the question.
The students work with a pre-planned partner (or a very small group). They share their ideas and listen to each other.
Share
One or both partners share their ideas with the rest of the class.
The aim of TPS is to get all students talking. This develops their communication skills. Often students struggle to listen to each other. TPS is the perfect way to help them consider different opinions.
The Benefits of Think-Pair-Share
Do you usually ask the class a question and then select a student to answer? It’s unlikely that other learners are listening, and if they are, each response is a repeat of what another student has already said.
TPS encourages students to come to a consensus before sharing ideas. You can use TPS across the curriculum and for all ages. It works just as well for adults as young children.
Active discussion builds student agency. It is particularly important for learners who struggle to engage or feel nervous about sharing their opinions.
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How to Use Think-Pair-Share in Lessons
TPS is a great strategy, but it takes practice to get it right. Avoid wasting time in your lessons by setting ground rules and practicing how to talk and listen with a partner.
1: Getting Started
Before using TPS, think carefully about who you will put in partnership together.
At first, use TPS with easy questions that just need a personal response. This will help students practice the routines.
Encourage your students to make eye contact with their partner. Ask them to share what their partner has said, to check they really are listening to each other.
2: Practicing Think-Pair-Share
Plan when you will use TPS in a lesson. Over time, your class will get quicker and give you better responses. Ask them to share how their thinking changed after speaking with their partner.
Think about how much time you will give them for each stage. You can extend this as you need, depending on how well the discussion is going.
Watch this video to see an example of how TPS can be used for classroom discussions.
3: Supporting Your Students
Some students struggle to join in with classroom conversations. Allowing one or both of the partners to answer your questions removes the pressure from them.
If you know a student feels anxious, give them a warning before choosing them. This will reduce the panic of a surprise question. For example you might say, “Kelly, I’m going to ask you for your idea straight after we speak to Beth.”
Good talking skills take time to develop. Model how students should talk to and listen to each other. Role play activities are great for practicing this.
Use simple resources to help students who may struggle. This will include learners with special educational needs or confidence issues.
Plan which groups you will work with during the activity. Some will need support to get started. Listening in to their conversation is a great way to assess understanding.
Common Problems with Think-Pair-Share
Students won’t automatically understand what you expect from them. It is important to train them first. Model communication skills such as eye contact and mirroring.
TPS won’t work if your questions are boring or too easy. Make sure they provide plenty of discussion and debate. Think about how long you will give each stage. Timings will be dependent on the depth of your questions.
If you find all your learners are just repeating what others have already said, consider giving each team a different question or a new angle to discuss. This can feed into a whole class discussion.
Think-Pair-Share in the Future
TPS is a wonderful teaching technique that can improve student engagement. But, like anything, if you do it too much your class will soon get bored. Look for alternative ideas to keep your class motivated and engaged.
Developments in interactive technology offer exciting new possibilities. TPS could be expanded beyond your classroom. Students could partner and collaborate with learners from other classes or different schools.
The benefits of TPS are clear. It boosts confidence and gets students involved in their own learning. Using TPS is a simple, hassle-free way to boost student engagement in your class. Have you tried it?