This document summarizes a webinar presentation on the think-pair-share learning strategy. [1] The presenter defined think-pair-share as a collaborative learning strategy where students first think individually about a topic or question, then pair up to share their thoughts with a partner, and finally share with the whole class. [2] The steps of think-pair-share - think individually, pair up to share thoughts, and share with the whole class - were explained. Examples of how to

1. WELCOME TOALL PARTICIPANTSTO
OUR WEBINAR SERIES
NO.14OUTOF 15
LEARNER CENTERED APPROACH EESDP LEARNING STRATEGIES:

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7. Module 3: INTERACTIVE TEACHING
Module 3.3: THINK – PAIR – SHARE
PRESENTOR
Ms. Phouangkham Somsanit
FORMER DIRECTOR GENERAL, RESEARCH INSTITUTE FOR EDUCATIONAL SCIENCES
CLASSROOM ASSESSMENT SPECIALIST FOR LAO LANGUAGE

8. Summary of presentation
•What is THINK-PAIR-SHARE?
•How to use THINK-PAIR-SHARE?
•STEPS
•Content Area Examples
•Benefits
•Summary

9. INTERACTIVE TEACHING:
THINK-PAIR-SHARE

10. THINK – PAIR - SHARE
Interactive
teaching
Brainstorming Buzz Session
Think Pair Share Question & Answer
Think-Pair-Share is a
learning technique
under interactive
teaching strategy
that can promote
and support higher-
level thinking.

11. Definition/Description:
• Think-Pair-Share is a collaborative learning strategy that
allows students to communicate and work together to
understand a reading, concept, solve a problem,
brainstorm, or answer a question about an assigned
reading after they think individually.

12. Definition/Description:
• First students think to themselves, then they share their ideas with a
partner or small group, and the last step is to share with everyone.
• Discussing with a partner maximizes participation, focuses attention
and engages students in comprehending the reading material.

13. • The process is self-explanatory
by the title alone:
Students are asked to think
about a topic/question/
problem/ project and then pair-
up to share their own
thoughts…

14. How to use think-pair-share
• CLARIFY YOUR LEARNING OBJECTIVES and decide if this activity fits the desired learning outcome. It is important that
the targets are understood from the beginning by the students themselves.
• You can use GRASPS for this (see previous module on BUZZ sessions for sample here:
https://www.slideshare.net/jugawayne/module-32-interactive-teachingbuzzsession-lao-jwg
• You can use BLOOM’s Revised Taxonomy (LOT/HOT) of thinking skills
• You can also use WALT/WILF (We Are Learning To/What I’m Looking For)
• Describe the learning-strategy and let the class choose how “PAIRING” will be done:
• Girls and Boys Smart to Smart Smart to Slow
• Slow to Slow Random count Pick a friend
• Pick a stranger Round robin
• Model the procedure to ensure that students understand how to use the strategy.

15. How to use think-pair-share
• Monitor and support students as they work through the
following:
T : (Think) Teachers begin by asking a specific question
about the text. Students "think" about what they know or
have learned about the topic.
P : (Pair) Each student should be paired with another
student or a small group.
S : (Share) Students share their thinking with their partner.
Teachers expand the "share" into a whole-class discussion.

16. INTERACTIVE TEACHING:
THINK- PAIR- SHARE
3 main
3 mins.
Individual
thinking
6 mins. (2
mins each
then 2 mins.
synthesis)
10-15
mins.
Depending
on class size
3 mins. For INSTRUCTIONS AND ACTUAL PAIRING
Timing is just
“rule-f-thumb”
teacher can
adjust

17. Think, Pair and Share Template
• Name ____________________________ Date______________Think-Pair-Share
• Read the following question or problem:
• Think- On your own, write three ideas you have about this question or problem:
1.______________________________________________________________
2.______________________________________________________________
3.______________________________________________________________
• Pair- Discuss your ideas with a partner. Put a check by any ideas, above, that your partner also
wrote down. Then, write down ideas your partner had that you did not have:
1.________________________________________________________________
2.________________________________________________________________
3.________________________________________________________________
• Share- Review all of your ideas and circle the one you think is most important. One of you will
share this idea with the whole group. As you listen to the ideas of the whole group, write down
three more ideas you liked:
1.________________________________________________________________
2.________________________________________________________________
3.________________________________________________________________

18. Content Area/Application Examples:
• Reading:
• During a read aloud.
• Starting a new topic, such as adjectives, verbs, sentence types, etc. (Any
topic)
• Clarifying directions.
• Vocabulary/academic language.
• Asking questions to students
what was the text about? What was the key message?
What was the homework,
What was the story about (reading comprehension), etc. --you can watch Dora
the Explorer on youtube to see how the questions are framed.
WHERE/WHEN?

19. Content Area Examples:
SUBJECT: Civics/Lao Language/English or French/History/Geography
Target Skill : Communications
Target Assessment : Speaking/Listening Skills via
“think/pair/share” games:
• Dual Partnering (I speak/read then you repeat what I said then vice-versa using correct
pronunciation.—remembering sentences heard depends on listening skill. Partner 1 can read aloud
the sentences that Partner 2 needs to repeat word by word. Then exchange.)
• I feel/You feel/We feel game (listening/sensitivity/trust development/self-disclosure exercise—this
impacts the dynamic of the entire class )
• Complete the sentence “People know that I (self description) but what they don’t now about me is
that__________________.” (this is great for team-building)
WHERE/WHEN?

20. IDEAS TO MAKE IT MORE FUN/challenging:
1. Partners “role-play” each other and present the other’s thoughts/opinions as his/her own
(impersonation)
2. Class can guess whether he is role playing or being himself based on their prior knowledge of
their classmate’s character.
3. Presenter can do/say the opposite of their actual ideas/opinions and class must analyze/guess
as part of participatory assessment/peer-assessment
WHERE/WHEN?

21. Content Area Examples:
SUBJECT: Science
• Starting a new topic, such as:
 What if the world was actually flat?
 What if the bees suddenly die/get extinct?
 What if amphibians/frogs die out?
 What if we can reverse time and space?
 What if we had to live in another planet?
• An article read in class on a certain topic, “the truth about COVID-19”. “
 Ask class to google about covide-19 and pick a reference article to “prove” that it was man-made virus or natural mutation.
They then pair and decide which version or perspective to present.
SUBJECT: Literature (topics for sharing)
 “What was the best movie of 2020?”
 “what was the number 1 song during the Covid Pandemic?
 “Why?”
SUBJECT: MATH: (topic/problem)
Based on a given consumption rate per person, what is the minimum kg of rice that Laos must produce per year to feed its current
population?
WHERE/WHEN?

22. Content Area Examples:
Math:
Starting a new topic, such as geometry, adding, subtracting, statistic,
etc.
• Vocabulary/academic language.
• Asking questions or problems
1) What are the shapes from this figure?
2) How many squares are there in this figure?
3) How many rectangles can you find?
WHERE/WHEN?

23. Why THINK-PAIR-SHARE?
• The Think-Pair-Share activity gives them the
opportunity to feel more comfortable sharing their
thoughts.
• In addition to fostering social skills, this strategy also
improves students' speaking and listening skills.
When pairs brainstorm together, each student learns
from their partner.

24. Why use think-pair-
share?
• It helps students to think individually about a topic
or answer to a question.
• It builds confidence of students to share ideas with
classmates and improve oral communication skills.
• It helps focus attention and engage students in
comprehending the reading material.

25. Justification/Benefits:
• This strategy increases classroom participation because it allows all
students to share their ideas thoughts and concerns (safely to one
person and then later to entire class).
• For young secondary student, it is sometimes hard to have them
talk in large groups, but being in a small group or even a pair they
might feel more comfortable and wiling to share ideas.
• Think-Pair-Share allows all students in the classroom to have a voice
and they are prepared to engage in meaningful discussions.

26. Justification/Benefits:
• Many young students are known to have low self-esteem and often
do not want to speak up in class, however when students are
prepared and communicate with their peers they become more
confident in their answer and are more willing to share their idea
(Wright, 2015).
• According to Vygotsky, students learn best through interaction and
collaboration with others.
• This strategy allows student to be collaborative in sharing ideas with
others to gain a better understanding, as well as provides wait time,
which for young learners s is essential in their thinking process and
understanding (Gunning, 2012).

27. Reflection Reflection
time!!!
PLEASE SHARE YOUR THOUGHTS:
 1. Did you learn something new today? What did you learn?
 2. What do you think about THINK-PAIR-SHARE learning
technique?
 3. Can we combine it with other techniques?
 4. What are its best partners/combinations?
 5. In your opinion, which benefits bring most advantage to this
teaching strategy in planning lessons?

28. EESDP LEARNING STRATEGIES THINK-PAIR-SHARE 28
We welcome your
questions !!!!!!
Please raise hands to
be recognized/
Type your questions in
ZOOM CHAT BOX
(random selection of 3 questions to be answered by the resource person or the hosts)
Reflection Reflection
time!!!

29. Summary
• Summary of content (if we have time through a
video about 3 minutes) on THINK-PAIR-SHARE:
• https://www.youtube.com/watch?v=Mig4olzUy4M
• recap on Definition, the main steps, tool template
and justifications/benefits.

31. Final reflection
• Summary of learnings and
recommendations
• (for 5 minutes each) to be shared by:
1) DTE
2) DGE
3) RIES

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SPECIAL THANKS TO:
The Department of Teacher Education (DTE)
The Department of General Education (DGE)
The Research Institute for Educational Sciences (RIES)
The IFEAD
The EESDP Project Management Unit
The Project Implementation Consultants
Hosted by:
Dr. Bernadette V. Gonzales, Team Leader
Presentors:
Mrs. Phouangkham Somsanith (Student Assessment Specialist)
Reactors:
Technical Support: (ICT/Assessment)
Joel Wayne A. Ganibe, Phouangkham Somsanith, Khamphan Phimsipasom, Phonexay Soukkaseum, Jamil Lagunzad
chat panelists: Khamphan Phimsipasom, Bounheng, Manichan, Joel, Nadet