Implementation of a think-pair-share activity
The educator leads students through a think-pair-share activity in which each student is challenged to reach an individual critical inference, synthesize that inference within a group, and share group inferences with the whole class.
After presenting a provocative prompt (see Provocative Prompt micro-credential), the educator challenges students to form their own opinions. Then, students form pairs or small groups to discuss or write about the topic the teacher presented. Finally, students share their ideas with the entire class.
Learning is not a spectator sport. The purpose of a think-pair-share activity is to put the teaching and learning into the hands of the students. Research has shown that student-led reflection and organized discussion will lead to greater learning outcomes than simply listening to the instructor. Students must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives (Rao & DiCarlo, 51).
Following are the items you must submit to earn the micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 as well as a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing, audio, images, video, or other media) that demonstrate progress toward the think-pair-share competency.
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)