THINK PAIR SHARE
PART I. DEFINITION OF
THINK PAIR SHARE
The Think-Pair-Share strategy is a three-step collaborative
learning structure developed by Dr. Frank Lyman in 1981. It is a
relatively low-risk and is ideally suited for instructors and students who are
new to collaborative learning. Each component is equally important in the
process and shouldn’t be short-changed. This technique is used by teachers to promote individual,
small group, and whole group learning and discussion. Student are given a topic
in which they "THINK" about individually. Then they "PAIR" with
a partner and discuss what each other were thinking. Finally they "SHARE" their
ideas on the topic with the entire class. The Think Pair technique 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 strategies promotes 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 also be used as in information assessment tool; as students discuss their
ideas, the teacher can circulate and listen to the conversations taking respond
accordingly.
In this technique, 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. Think Pair Share is easy to use within a
planned lesson, but is also an easy technique to use for spur-of-the-moment
discussions. This technique 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
student 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.
Think Pair Share
is a cooperative learning technique that encourages individual participation
and is applicable across all grade levels and class sizes. Think-Pair-Share is
a cooperative learning strategy, which allows students to think about a
question, idea, issue, or notion, and share their thoughts with partners before
discussion in a small group (http://www.learnnc.org/lp/editions/linguafolio/5794)
. It is a simple technique, effective from early childhood through all
subsequent phases of education. It develops skills of sharing information,
listening, asking questions, summarizing others’ ideas, and paraphrasing. Furthermore,
Think Pair Share has the useful aspects of a quiz (putting ideas) into your own
(arguing) without nuisance and irrelevance of grades. During lesson in which
teachers are lecturing or demonstrating, they often ask question to teach
comprehension.
Think
Pair Share Strategy is one of method that is taught by the teacher, in which
the students work together in a group of the classroom to reach a purpose
together. It also called team work or working in a group just like discussion.
It means that every student work in a group and also should be active in the
class room. The teacher give the topic, after that the students discuss the
topic and then share the idea and information in group and finally entire in
the class. This technique also gives the chances to the students to express
their own ideas and opinions and we are as a teacher can reach all aspect of
competence well. Think Pair Share Strategy gives the students helps students’
chances to work alone and work in group. It is involves three steps of
cooperative structure, namely thinking, pairing and sharing. During the first
step individuals think silently about a question posed by the instructor.
Individuals pair up during the second step and exchange thoughts. In the third
step, the pairs share their responses with other pairs, other teams, or the
entire group (Lyman 1981).
PART II THE STEPS, LEVEL AND IMPLEMENTATION THINK
PAIR SHARE IN READING COMPREHENSION.
Reading
is an important activity in every language. Reading is only incidentally
visual, the reader then contributes more information by the print on the page
(Brown 2001:299). Reading enables people to find out information from a variety
of texts, written or printed information from newspapers, magazines,
advertisements, and brochures. In
reading activity, we are not only reading the text, but also trying to
understand what we are reading. Leipzig (2001) states that reading requires
words recognition, comprehension, and fluency. To understand all types of
information in an array of the texts, it requires not only the reading
activity, but also ability to understand the content. In addition, he states
that without the ability to understand the text content, one is not able to
absorb or comprehend a lot of information quickly, accurately, and easily. This
technique can apply in all level education, elementary school, junior high
school, or senior high school. TPS
strategy includes three steps, namely, thinking, pairing, and sharing (Lyman,
in Arends: 1997). In the thinking step the teacher poses a question or issue
associated with the lesson and asks students to spend a minute thinking alone
about the answer or the issue. Students need to be taught that talking or
walking about is not part of thinking time. In the pairing step the teacher asks students to
pair off and discuss what they have been thinking about. Interaction during
this period could be sharing answers if a question is posed or sharing ideas if
a specific issue is identified. Normally, teachers would allow no more than 4
or 5 minutes for pairing. In the sharing step the teacher asks the pairs to
share with the whole class what they have been talking about. It is effective
to simply go around the room from pair to pair and continue until about a
fourth or a half of the pairs have had a chance to report. In Junior High
School this technique is good to helps students in reading activity because
students are not only reading the text, but also trying to understand what they
are reading. To apply this technique in
the classroom, teacher can
1. Explain strategy to students. Before beginning the lesson, the teacher
explains the Think Pair Share strategy: Students will have partners with whom
they will exchange ideas during the lesson, whenever the teacher signals them
to do.
2. Form Partnership. The
teacher forms partnerships, using a simple pairing scheme, for example, having
students count off in duplicate – 1,1; 2,2; 3,3; 4,4; and so on. If necessary,
the last group may be a three or the teacher may take partner. With students seated in teams of 4, have them
number them from 1 to 4.
3. Pose question; direct to “think”. At appropriate points during the lesson,
the teacher poses a question and calls
for a short “think-time,” perhaps ten seconds or more, depending on the nature
of the question. During this think time, students must remain silent, forming
their own answers. (Example: Which
room in our school is larger, the cafeteria or the gymnasium? How could we find
out the answer?) Give students at least
10 seconds of think time to THINK of their own answer. (Research shows that the
quality of student responses goes up significantly when you allow "think
time.")
4. Using student numbers, announce discussion partners. (Example: For
this discussion, Student #1 and #2 will be partners. At the same time, Student
#3 and #4 will talk over their ideas.)Ask students to PAIR with their partner
to discuss the topic or solution.
5. Finally, randomly call on a few students to
SHARE their ideas with the class.
The final step
of Think Pair Share has several benefits to all students. They see the same
concept expressed in several different ways as different individuals finds
unique expression for an answer to the question. Moreover, the concepts
embedded in the answer are in the language of the textbook or teacher. Teachers may also ask students to write or
diagram their responses while doing the Think-Pair-Share activity. 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.
Hints and Management Ideas
- Assign Partners -
Be sure to assign discussion partners rather than just saying "Turn
to a partner and talk it over." When you don't assign partners,
students frequently turn to the most popular student and leave the other
person out.
- Change Partners -
Switch the discussion partners frequently. With students seated in teams,
they can pair with the person beside them for one discussion and the
person across from them for the next discussion.
- Give Think Time -
Be sure to provide adequate "think time." I generally have
students give me a thumbs-up sign when they have something they are ready
to share.
- Monitor Discussions - Walk around and monitor the discussion stage.
You will frequently hear misunderstandings that you can address during the
whole-group that discussion that follows.
- Timed-Pair-Share -
If you notice that one person in each pair is monopolizing the
conversation, you can switch to "Timed-Pair-Share." In this
modification, you give each partner a certain amount of time to talk. (For
example, say that Students #1 and #3 will begin the discussion. After 60
seconds, call time and ask the others to share their ideas.) Rallyrobin
- If students have to list ideas in their discussion, ask them to take
turns. (For example, if they are to name all the geometric shapes they see
in the room, have them take turns naming the shapes. This allows for more
equal participation.) The structure variation name is Rallyrobin (similar
to Rallytable, but kids are talking instead of taking turns writing).
- Randomly Select Students - During the sharing stage at the end, call on
students randomly. You can do this by having a jar of popsicle sticks that
have student names or numbers on them. (One number for each student in the
class, according to their number on your roster.) Draw out a popsicle
stick and ask that person to tell what their PARTNER said. The first time
you do this, expect them to be quite shocked! Most kids don't listen well,
and all they know is what they said! If you keep using this strategy, they
will learn to listen to their partner.
- Questioning -
Think-Pair-Share can be used for a single question or a series of
questions. You might use it one time at the beginning of class to say
"What do you know about ________ ?" or at the end of class to
say "What have you learned today?"
PART III THE STEPS, LEVEL AND IMPLEMENTATION THINK
PAIR SHARE IN WRITING SKILL.
Writing is a
process of formulating and organizing ideas in right words to deliver the aim
and present them on a piece of paper. According to Jones in R. Cooper and Odell
(1977:33) writing is synonymous with discourse, and discourse is discussed in
terms of its aims, it relate to the function of language, and in terms of its
feature, which are the separate elements, devices, and mechanism of language.
On the other hand,
Reinking, Hard and Osten (1993:188) state that writing is a way of
communication and of course communicates all the time. And then Deporter and
Heracki (2002:179) explain that writing is a whole brain activity, which use
bright brain side (emotion) and left-brain side (logic). Although right and
left-brain sides are used in writing, right brain side has a big position
because it is a place, which appears new ideas and emotion. To state that,
writing is a whole brain activity to formulate and organize ideas in right
words to deliver and communicate the aims to the reader and present it on a piece
of paperWriting is one of the most powerful communication tools we use today
and for the rest of our life. Writing is one way making meaning from experience
for us and others. It is process of transforming thoughts and ideas into
written form. There are many types genre of writing such as recount, narrative,
procedure, descriptive, and news item in the context daily life.
According to Hylan
(2002), Writing is central to our personal experience and social identities,
and we are often evaluated by our control on it. Writing is a productive skill.
It is very useful for students because it can convey their message through
their minds in the written form. Writing involves transferring a message from
our thoughts using language in the written form and it is a communicative
competence that must be read and comprehended in order to communicate.
Writing skill is
complex and difficult to teach, many students think that writing is complicated
to study. It makes the assumption that writing maybe considered as the most
difficult of the language skill. Writing has always had problem which put
students into trouble as shown by errors made in both the organizing of the
composition and the language so the students’ writing topic cannot be stated
correctly. Think-pair-share strategy is a three step structure in which
students “Think” individually about the question posed by the teacher (step1);
“Pair” up with a neighboring student and discuss their ideas together (step 2);
“Share” the ideas discussed in pairs with the entire class (Step 3). This is a
great way to motivate students and promote higher-level thinking. By using
Think-pair-share strategy, students are able to write the text well. In other
words, think-pair-share strategy is one of cooperative learning, which gives a
chance for students to write as implementation. Writing is a very essential
capability for being mastered by students; writing is also an excellent
communication tool. Through writing, each person is able to convey feelings,
ideas, and announcements to others. Sharples
(1999:8)
actually, writing is an opportunity; it allows students to express something
about themselves, explore and explain ideas. Student can convey their ideas in
their mind by organizing them into a good text so that the others easily know
them and they can think critically. Therefore, learning is very significant to
improve writing skill in particular learning of English in Indonesia because
the writing is a process of transformation of thoughts and ideas into tangible
forms of writing. In addition, many people choose writing as a means of
effective and efficient communication of information to be conveyed in some
ways like posting letters, business letters and important information in a
company's product.
This
technique can apply in all level of education, elementary school, junior high
school, or senior high school. But in this chance I choose junior high school
as the grade that I use to apply Think Pair Share technique. Think Pair Share
(TPS) is one of the Cooperative Learning techniques which poses a challenging
or open-ended question and gives students a half to one minute to think about
the question. Students then pair with a collaborative group member or neighbor
sitting nearby and discuss their ideas about the question for several minutes.
Furthermore, Lyman Proposed Think Pair Share (TPS) in 1981. She stated that TPS
is short collaborative learning structure and minimum risk, in addition is
appropriate technique for teachers and learners who are beginner to
collaborative learning (www.wcer.wisc.edu). It is designed to motivate the
students to tackle and succeed at problem which initially beyond their ability.
It is based on the simple nation of mediated learning. Obviously, one
alternative to solve the problem of writing descriptive paragraph is by
applying TPS.
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 interesting parts:
1.
Think:
Students think independently about the question that has been posed, forming
ideas of their own.
2.
Pair:
Students are grouped in pairs to discuss their thoughts. This step allows
students to articulate their ideas and to consider those of others.
3.
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 (www.teachervision.fen.com).
On the other
hand, Think-Pair-Share is a strategy designed to provide students with “food
for thought” on a given topics enabling them to formulate individual ideas and
share these ideas with another student. It is a learning strategy developed to
encourage student classroom participation. Rather than using a basic recitation
technique in which a teacher poses a question and one student offers a
response, Think-Pair-Share encourages a high degree of pupil response and can
help keep students on task.
The Steps of
Think Pair Share
1.
With
students seated in teams of 4, have them number them from 1 to 4.
2.
Announce
a discussion topic or problem to solve. (Example: Which room in our school is
larger, the cafeteria or the gymnasium? How could we find out the answer?)
3.
Give
students at least 10 seconds of think time to THINK of their own answer.
(Research shows that the quality of student responses goes up significantly
when you allow “think time.”)
4.
Using
student numbers, announce discussion partners. (Example: For this discussion,
Student #1 and #2 is partners. At the same time, Student #3 and #4 will talk
over their ideas.)
5.
Ask
students to PAIR with their partner to discuss the topic or solution.
6.
Finally,
randomly call on a few students to SHARE their ideas with the class.
Teachers may
also ask students to write or diagram their responses while doing the
Think-Pair-Share activity. 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.
PART IV.
STRENGTH AND WEAKNESSES OF THINK PAIR SHARE
Strength :
§ Students more comfortable and find it easier to get in a discussion
with person next to them rather than a table group
§ Students are motivated to learn as they enjoy the socializing
component.
Weaknesses :
§ Time consuming
§ Hard to assist all trainers during
the discussion since they have so many groups
§ Can be very noisy
PART V. CONCLUSION
Based on the
explanation above, we can conclude that Think Pair Share is a good technique of
cooperative learning by providing students an opportunity to actively help each
other build comprehension and skill. It is a learning strategy developed to
encourage student classroom participation. Rather than using a basic recitation
technique in which a teacher poses a
question and one student offers a response, Think-Pair-Share encourages a high
degree of pupil response and can help keep students on task.
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