Think, Pair, Share: More Thinking Time, Better Conversations
Give every learner quiet thinking time before pair discussion so more voices can enter with an idea ready.
Worked model: Think, Pair, Share: More Thinking Time, Better Conversations
- 1Ask a focused question
- 2Think first
- 3Pair and extend
- 4Share selectively
Science: Use a Frayer-style model for evaporation: define it, sketch it, give a puddle example and distinguish it from boiling.
Teach the move
Prepare · 5 minutes
Use the four steps with a short task from this week’s subject lesson; collect one response from every learner.
- 1
Ask a focused question: Make the thinking task clear and worth discussing.
- 2
Think first: Give quiet time to jot, sketch or plan one response.
- 3
Pair and extend: Partners take turns, build on an idea and ask a follow-up.
- 4
Share selectively: Invite a range of responses and notice how thinking changed.
EAL upgrade
Keep the subject goal and source intact. Offer one brief model, visual or language prompt, then give learners time to try it independently.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Use the four steps with a short task from this week’s subject lesson; collect one response from every learner.
Ask a focused question: Make the thinking task clear and worth discussing. Think first: Give quiet time to jot, sketch or plan one response.
Look for an independent response that shows the subject relationship, not only repetition of the model. Compare it with the task goal and identify the next useful teaching step.
Keep the subject goal and source intact. Offer one brief model, visual or language prompt, then give learners time to try it independently.
What to look for
Look for an independent response that shows the subject relationship, not only repetition of the model. Compare it with the task goal and identify the next useful teaching step.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Give every learner quiet thinking time before pair discussion so more voices can enter with an idea ready.
What helped you make sense of that?” “Show how your evidence supports your answer.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Across subjects
Maths: Sort examples of equivalent fractions and explain why 2/3 and 4/6 belong together.
Humanities: Compare two sources about migration and name one useful similarity and difference.
English: Build a word network for “isolated” using a quotation, image, synonym and original sentence.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.