2. Objectives
• Learn some practical techniques for
implementing active learning in your class,
and understand the strengths and
weaknesses of active learning so you can
use it effectively and wisely.
3. Contents
• Introduction to Active Learning
Techniques
• Think pair share
• Variations of Think Pair Share
• Benefits of Think Pair Share
• Numbered Heads
4. Introduction
Active learning requires students to do
meaningful learning activities and think
about what they are doing. (Bonwell,
C.C., and J. A. Eison,1991). The core
elements of active learning are student’s
activity and engagement in the learning
process.
5.
6. • Each student is individually accountable for
his or her achievements.
• Students work in small, teacher-assigned
groups.
• Teachers provide activity structures that
encourage productive learning behaviors.
• Groups have common goals toward which
to work.
• Students are rewarded for group success.
In active learning settings . . .
7. Active Learning classroom
requires…
• Instructor creates carefully designed activities
that require students to talk, write, reflect and
express their thinking.
• Classroom, movable chairs, tables that
individually seat up to five persons, if possible
• Computers for computer-based exercises
• Well-planned activities, designed to meet the
needs of the audience in the amount of time
allocated
8. Active Learning classroom
requires…
• Knowledge of techniques and how to
utilize them
• Students equipped with writing
instruments and paper who are motivated
to follow directions and work in groups
• Students go beyond listening, copying of
notes, execution of prescribed procedures.
10. Think-Pair-Share
• Think-Pair-Share (TPS) is a collaborative learning
strategy in which students work together to solve a
problem or answer a question about an assigned
reading. This technique requires students to (1)
think individually about a topic or answer to a
question;(2) Each student is paired with another
student. and (3) share ideas with classmates.
12. Think Pair Share(TPS)
• Active learning strategy, in which students work
on a problem posed by instructor,
– first individually (Think), then in pairs (Pair) or
groups, and
– finally together with the entire class (Share).
• T (Think): Teacher asks a specific question
about the topic. Students "think" about what they
know or have learned, and come up with their
own individual answer to the question. [Takes 1-
3 Minutes].
13. Think Pair Share(TPS)
• P (Pair): Teacher asks another question, related
to the previous one, that is suitable to deepen
the students’ understanding of the topic. Each
student is paired with another student. They
share their thinking with each other and proceed
with the task. [Takes 5-10 Minutes].
• S (Share): Students share their thinking (or
solution) with the entire class. Teacher
moderates the discussion and highlights
important points. [Takes 10-20 minutes].
14. Think-Pair-Share
• Pose a question, and ask students to think about its
answer. Instruct students to pair off and take turns
explaining their answers to each other.
• Example: Ask class members to imagine they need
to research a paper topic but cannot remember
what their psychology’s instructor told them about
which databases to use to do so. Instruct students
to think silently about how best to refresh their
memories and then explain their answers to their
partners. Then call on a few students to explain
their partner’s strategy to the class.
15. Why does TPS work?
• Students are actively engaged.
• Students learn from each other (social process, teach and learn).
• Students can tackle large and ill-structured problems, and
develop the ability to consider multiple points of views.
Other benefits:
• Makes class interactive.
• Students realize that even others are struggling.
• Builds a friendly, yet academic atmosphere.
• Includes all the students in the teaching-learning process.
TPS: Benefits
16. Variations of Think Pair Share
Think-Pair-Share
1. Think about your answer individually.
2. Pair with a partner and discuss your
answers.
3. Share your answer (or your partner’s
answer) when called upon.
Write-Pair-Share
1. Write your answer individually.
2. Pair with a partner and discuss
your answers.
3. Share your answer (or your
partner’s answer) when called upon.
Formulate-Share-Listen-Create
1. Formulate your answer to the question individually.
2. Share your answer with your partner.
3. Listen carefully to your partner’s answer. Note similarities
and differences in your answers.
4. Create a new answer that incorporates the best of the ideas.
Be prepared to present your answer if called upon.
17. Three-Step Interview
Steps
1. Place students into groups of three.
2. Assign each student a letter and a role. Example: A
= Interviewer, B = Interviewee, C = Reporter.
3. Rotate roles after each interview.
4. Have students do a Round Robin and share the key
information they recorded when they were person ‘C’.
18. Hints and Management Ideas
• Questioning. Before students try this strategy,
have them explore the types of questions
reporters ask and at what point in the interview
they ask them.
• Reinforcing the need to ‘take time’. Talk about
the issue of taking time to think or deciding
whether or not to answer a question during an
interview.
19. • Using recording sheets. Consider
providing students with recording sheets
to use when they are in the role of
'Reporter'.
• Determining the length of time for each
interview. Depending on the age of your
students and their experience with this
cooperative learning strategy, you may
have to adjust the length of time for the
interviews.
20. Three-Step Interview
• Example: Instruct students to imagine that their
psychology professor has asked each one to
compose a five-page research paper focused on
one of the many topics covered in the course
textbook. Request that they think silently about
how they would go about selecting a topic and
why they would choose that method. Ask the
students to pair off and interview each other.
Each partner should ask the other these
questions. “How would you identify a topic?”
“Why would you choose this method?”
21. Three-minute Review
• Pause during or at the end of a lecture or discussion.
Ask students to work with partners to summarize the
lecture or discussion. After three minutes, call on a few
students to share their group’s summary with the class.
• Example: Pause at the end of each lecture topic. Ask
students to pair up and summarize the lecture. Ask one
member of two or three of the pairs to share summaries
verbally with the entire class.
22. Book Ends
• Ask students to pair up. Give them a topic, and tell them
to spend a couple of minutes deciding how to teach that
topic to their partners. After giving participants time to
think, invite them to take turns teaching the topic to their
partners.
• Example: Ask students to select an information resource
such as Wikipedia, Springer, or a resource of their
choosing. Instruct them to describe the resource by
creating a list of its characteristics. After a few minutes,
ask students to use their lists to teach their partners
about the resource.
23. Picture Prompt
• Show students an image with no explanation,
and ask them to identify/explain it, and justify
their answers. Or ask students to write about it
using terms from lecture, or to name the
processes and concepts shown. Also works well
as group activity. Do not give the “answer” until
they have explored all options first.
26. References
• Berliner, D. C. (2000). Tips for teaching by means of the lecture method. Tempe,
AZ: College of Education, Arizona State University [Manuscript/Seminar
Materials].
• Jacobs, G.M. (2002). The teacher’s sourcebook for cooperative learning.
Thousand Oaks, CA: Corwin Press.Cooperative Learning. Retrieved May 27,
2007 from http://edtech.kennesaw.edu/intech/cooperativelearning.htm
• Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991a). Active learning:
Cooperation in the college classroom. Edina, MN: Interaction Book Company.
