This is an excerpt of the all-day literacy workshops I conduct in schools around the country.Įffectiveness is only the first factor for finding the best teaching strategies efficiency is the next, and it is Think-Pair-Share's efficiency that make me persist in sharing it in workshops and using it in my classroom. (This step aims to aid skill acquisition Steps 1-4 will initially increase student skill, but this skill growth will taper off without further instruction and feedback.)īecause of its simplicity, I'm almost embarrassed when I discuss Think-Pair-Share in my workshops for teachers (see Fig. Step Five (optional): Teacher provides students with speaking skills or social intelligence mini-lesson and/or the opportunity for partners to give feedback to one another on their conversation.Step Four: Students share out answers as a whole class, both through volunteering and random selection (this is Share mode).Step Three: Students discuss the question in partners (this is Pair mode).Step Two: Whole class thinks or writes in response to the question(s) (this is Think mode).Step One: Teacher or student provides a content-related question(s).Think-Pair-Share, then, meets these requirements. gives students a chance to deliberately practice one or more of the five skills I want my class to promote.In light of that, an effective speaking and listening strategy in my room: During my school year, I want to provide my kids with two things: first, the opportunity to learn the content set out by my peers and me in our professional learning communities second, an abundance of opportunities to improve their thinking, reading, writing, speaking, and living abilities (in other words, the five elements of the non-freaked out framework). įirst, a strategy must effectively do what it is we want it to do. I prize two factors above all others when it comes to choosing a teaching strategy for a given objective: effectiveness and efficiency. Suddenly, it's not just us doing all the thinking, talking, and working now the kids are taking responsibility and driving the learning, too. the most instantaneously transformational structure we can add to our classrooms. I'll start the argument for this simple, powerful strategy not with my own words, but with those of two greats of our profession, Harvey “Smokey” Daniels and Nancy Steineke. These two, far superior to me in wisdom and experience, put it frankly in their highly practical Teaching the Social Skills of Academic Interaction: Step-by-Step Lessons for Respect, Responsibility, and Results: Toward that end, the first week of school finds me teaching Frank Lyman's classic Think-Pair-Share routine, and the rest of the weeks of school have me using it for roughly 80 percent of the student speaking that will happen in my room all year. In order for my students to progress to successful pop-up debates, and to drastically increase the quantity of speaking they'll do during their time in my room, I need to start with the simplest possible training ground for verbal communication: two people having a conversation.
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