Beauty is what you buy

In today’s post, I introduce you to the concept of Structured Literacy (SL). As explained by Louise Spear-Swerling (2022), SL is a comprehensive approach to reading interventions that caters to children with various reading difficulties. SL covers a broad spectrum of instructional strategies and is designed to support students with diverse reading challenges, not just those with specific types of difficulties.

SL is not limited to phonics instruction. It includes teaching foundational skills like phonemic awareness, phonics, and spelling, as well as advanced literacy skills such as reading comprehension and written expression. This makes SL effective for both decoding problems and comprehension issues (Louise Spear-Swerling, 2022).

In this post, I cover the definition of Structured Literacy, highlighting what SL is and how it supports a wide range of reading challenges. I also delve into the key features of SL, explaining the components and instructional strategies that make it effective. Additionally, I provide sample SL activities that you can implement in your classroom to support your students’ literacy development.

For those of you interested in delving deeper into the features and benefits of Structured Literacy, check out the references and resources at the bottom of the page.

What Is Structured Literacy?

Structured Literacy (SL) is a term used by the International Dyslexia Association to describe a collection of teaching methods and interventions designed to address various literacy challenges. SL focuses on essential literacy skills and components of oral language that are crucial for reading development and often linked to different types of reading difficulties.

Key elements of SL according to Louise Spear-Swerling (2022) include:

• Phonemic awareness: Understanding and manipulating individual sounds in spoken words.
• Phonics: Recognizing letter-sound relationships and using this knowledge to read unfamiliar words.
• Orthography: Understanding common spelling patterns in English.
• Morphology: Knowing about word parts like roots, prefixes, and suffixes.
• Syntax: Understanding sentence structure.
• Semantics: Comprehending meaning at the word, sentence, and text levels.

These components work together to build a strong foundation for reading and addressing literacy difficulties.

Structured Literacy Features

The importance of structured literacy is well documented in the literature (e.g., Berninger et al., 2006; Seidenberg, 2017; Spear-Swerling ; Stanovich, 2000))., Structured Literacy (SL) involves a methodical and direct approach to teaching key literacy skills. Here are some of its main features as outlined by Spear-Swerling (2022, p. 4):

• Systematic Teaching: SL involves the explicit instruction of essential skills. Teachers model and explain these skills clearly, ensuring students understand each step.
• Attention to Prerequisite Skills: Instruction follows a logical sequence, progressing from simple to more complex skills. For example, teachers first show students how to break down simple words into individual sounds before moving on to more complex tasks like summarization strategies for comprehension.
• Targeted, Unambiguous, Prompt Feedback: SL takes into account the foundational skills needed for more advanced tasks. Students are taught to spell simple consonant-vowel-consonant words before tackling more complex ones. Feedback is given promptly to correct mistakes and prevent future errors.
• Planned, Purposeful Choices of Examples, Tasks, and Texts: Teachers select examples, tasks, and texts that align with students’ current skill levels, ensuring they are neither too easy nor too confusing. For instance, when teaching new vocabulary, teachers use definitions that students can understand.
• Consistent Application of Skills and Teaching for Transfer: Initial phonics and spelling instruction focuses on letter-sound relationships and blending rather than larger units like whole words. Activities are designed to reinforce learned skills and encourage their application to new, increasingly complex tasks.
• Data-based Decision Making: Instruction is guided by ongoing assessment and data. Teachers adjust their methods based on student progress, ensuring that the tasks chosen help students apply and transfer their skills to different contexts.

Related: Essential Strategies for Teaching Phonemic Awareness

Structured Literacy Activities

There are several Structured Literacy (SL) activities teachers can use in the classroom to support reading development. Below are some practical suggestions highlighted in Mowyer and Johnson (2019)’s paper:

1. Phonemic Awareness Games: Engage students in activities that help them identify and manipulate sounds in words, such as rhyming games or segmenting words into individual sounds.
2. Explicit Phonics Instruction: Teach students the relationship between letters and sounds through direct instruction and practice, helping them decode new words accurately.
3. Vocabulary Building: Use clear, simple definitions and context clues to teach new vocabulary words, enhancing students’ understanding and usage of new terms.
4. Comprehension Strategies: Model and practice strategies like summarization, asking questions, and making inferences to help students understand and analyze texts.
5. Reading and Writing Integration: Have students practice writing sentences and paragraphs using their phonics and vocabulary knowledge, reinforcing their reading skills through writing.
6. Science Texts Engagement: Use popular science articles or adapted primary literature to teach students how to read and understand scientific texts, fostering scientific literacy.

Related: Phonological Awareness Versus Phonemic Awareness

Final thoughts

In this post, I covered the definition of Structured Literacy, its key features, and provided sample activities to help you implement these strategies in your classroom. I hope you have found these insights valuable and that it inspires you to explore and integrate Structured Literacy into your teaching practice. For those of you interested in learning more, make sure to check out the references and resources below.

References

• Berninger, V. W., Abbott, R. D., Jones, J., Wolf, B. J., Gould, L., Anderson-Youngstrom, M., … & Apel, K. (2006). Early development of language by hand: Composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling. Developmental neuropsychology, 29(1), 61-92.
• Mawyer, K. K. N., & Johnson, H. J. (2019). Eliciting Preservice Teachers’ Reading Strategies Through Structured Literacy Activities. Journal of Science Teacher Education, 30(6), 583–600. https://doi.org/10.1080/1046560X.2019.1589848
• Spear-Swerling, L. (Ed.). (2022). An introduction to structured literacy and poor-reader Profiles. In L. Spear-Swerling (Ed.), Structured literacy interventions : teaching students with reading difficulties, grades K-6 (pp. 1-22). The Guilford Press.
• Spear-Swerling, L. (2019). Here’s Why Schools Should Use Structured Literacy. International Dyslexia Association.
• Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. Guilford Press.

Further Readings

• Alexander, K. L. (2024). Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms. The Reading Teacher, 77(6), 991–996. https://doi.org/10.1002/trtr.2329
• Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications.
• Center, Y., & Freeman, L. (1997). The use of a structured literacy program to facilitate the inclusion of marginal and special education students into regular classes. Australasian Journal of Special Education, 21(1), 45-62.
• Fallon, K. A., & Katz, L. A. (2020). Structured Literacy Intervention for Students with Dyslexia: Focus on Growing Morphological Skills. Language, Speech & Hearing Services in Schools, 51(2), 336–344. https://doi.org/10.1044/2019_LSHSS-19-00019
• Haynes, C. W., Smith, S. L., & Laud, L. (2019). Structured Literacy Approaches to Teaching Written Expression. Perspectives on Language and Literacy, 45(3), 22-28.
• International Dyslexia Association. (2019) Structured literacy: An introductory guide. Newark,DE
• Seidenberg, M. (2017). Language at the Speed of Sight: How we Read, Why so Many Can’t, and what can be done about it. Basic Books.
• Spear-Swerling, L. (Ed.). (2022). Structured literacy interventions : teaching students with reading difficulties, grades K-6. The Guilford Press.
• Phonemic Awareness Games and Activities, Educators Technology.

The post What Is Structured Literacy? appeared first on Educators Technology.

In today’s post, I am covering a very important strategy in teaching vocabulary—the Frayer Model. This graphic organizer has transformed the way educators introduce and explore new words across various subjects and grade levels. More specifically, I delve into the definition of the Frayer Model, outline effective implementation strategies, highlight its numerous benefits, and conclude with practical examples. Whether you’re a seasoned educator or new to teaching, understanding how to leverage this tool can significantly enhance your instructional approach and improve student outcomes in vocabulary development.

What is the Frayer Model?

Frayer model is “an instructional strategy that utilizes a graphic organizer to teach vocabulary” (Dazzeo & Rao, 2020, p. 35). Originally developed by Dorothy Frayer and her colleagues in 1969, this model, as Westby (2024) stated, is versatile, supporting vocabulary learning before reading (to activate prior knowledge), during reading (to monitor reading), and after students engage with a text (to assess comprehension). In this way, Frayer model prepares students with the necessary background knowledge, aids them in recognizing vocabulary usage within context during reading, and allows them to evaluate their understanding post-reading.

Frayer Model features a four-square chart with a central circle where the vocabulary word is placed. Each square surrounding the word is designated for specific content such as the definition, characteristics (distinguishing between essential and non-essential), applications, and visuals like images or drawings (Westby, 2024) .

Additional details such as examples, non-examples, usage in sentences, facts, synonyms, and antonyms can also be included depending on the focus of the lesson. This layout facilitates a comprehensive analysis and clarification of complex words, enhancing students’ vocabulary skills effectively.

Strategies for Effectively Using the Frayer Model in Teaching

Here are some practical tips on how to effectively use the Frayer Model in the classroom, drawing on strategies recommended by the Wisconsin Department of Public Instruction:

1. Word Selection: Choose vocabulary words from a specific text passage. This helps ensure the words are relevant and contextualized, aiding deeper understanding.
2. Clarify Purpose: Clearly define why you are using the Frayer Model. Is it to activate prior knowledge, aid comprehension while reading, or assess understanding after reading?
3. Model the Process: Demonstrate how to use the Frayer Model. Use a think-aloud technique to show students how you analyze a word:
   • Write the selected word in the center.
   • Describe the characteristics of the word, helping students understand its nuances.
   • List examples and non-examples to clarify what the word is and isn’t, enhancing distinction.
   • Draft a definition in your own words, encouraging students to think beyond textbook definitions.

4. Scaffold Learning: Provide support as needed during each step of the Frayer Model. This might include guiding students on how to identify characteristics or examples, or assisting them in crafting their own definitions.
5. Verification: After students complete their part of the model, have them compare their definitions with dictionary definitions. This helps validate their understanding and correct any misconceptions.
6. Encourage Independent Practice: Once students are familiar with the process, encourage them to use the Frayer Model independently. This can be done in various settings: individually, in pairs, or in small groups.
7. Monitor Progress: Use methods like teacher observation, conferencing, and student journaling to assess and monitor progress. Employing the Frayer Model as a formative assessment tool can provide insights into students’ vocabulary development and conceptual understanding.
8. Integration Across Lessons: Incorporate the Frayer Model not just in language classes but across different subjects to help students generalize the vocabulary learning strategy.

Key Benefits of the Frayer Model

The Frayer Model has been shown to be particularly valuable across various educational levels and subjects. Here are some of its key benefits

1. Improves Comprehension and Retention:
   The Frayer Model encourages students to explore and understand words beyond their simple definitions by engaging them in a multifaceted analysis. This includes characteristics, examples, and visual representations, which aid in better retention and recall. Studies such as those by Dazzeo and Roe (2020) have documented its effectiveness in enhancing vocabulary acquisition and retention, particularly when integrated with graphic organizers.
2. Supports Diverse Learning Needs:
   This model has been identified as especially beneficial for students with learning disabilities. Research cited by authors like Bos and Anders (1990) and Wanjiru & O’Connor (2015) demonstrates that the visual and structured nature of the Frayer Model can help overcome challenges associated with traditional learning methods. It provides a clear framework that can be adjusted to meet various educational needs.
3. Enhances Critical Thinking:
   By requiring students to categorize and differentiate between examples and non-examples, the Frayer Model fosters critical thinking skills. It pushes students to analyze how and why certain examples fit (or don’t fit) a particular vocabulary word, which is a higher-order thinking skill that is vital across all areas of education.
4. Facilitates Active Learning:
   As noted by the Wisconsin Department of Public Instruction, the Frayer Model involves students actively in the learning process. This active participation is crucial for engagement and effective learning. It makes the vocabulary learning process more dynamic and interactive, which can increase student motivation and interest.
5. Adaptable Across Disciplines:
   This model’s versatility makes it applicable in numerous subject areas, not just language arts. It can be effectively used in science to define concepts like photosynthesis or in social studies to explore historical terms or social concepts, thereby supporting cross-curricular learning strategies.

Related: What Is Turn and Talk Strategy?

Frayer Model Examples

The example below illustrates how photosynthesis can be explored through the Frayer Model, enhancing understanding by distinguishing it from other biological processes and situating it within its ecological and scientific context.

Selected Word:

Photosynthesis

Characteristics:

• A biological process.
• Occurs in plants, algae, and some bacteria.
• Converts light energy into chemical energy.
• Produces oxygen as a byproduct.

Examples:

• Green plants creating their own food using sunlight.
• Algae contributing to oxygen production in aquatic environments.

Non-Examples:

• Respiration (opposite process in living organisms).
• Fermentation (anaerobic process in yeast and bacteria).
• Decomposition (breakdown of organic matter).

Personal Definition:

Photosynthesis is the process by which green plants and some other organisms use sunlight to synthesize nutrients from carbon dioxide and water. It generally involves the green pigment chlorophyll and generates oxygen as a byproduct.

Dictionary Definition Check:

According to Cambridge dictionary, photosynthesis is “the process by which a plant uses carbon dioxide from the air, water from the ground, and the energy from the light of the sun to produce its own food and oxygen.”

Related: What is The Think Pair Share Strategy?

Final thoughts

In this post, I talked about the Frayer Model, providing a detailed definition, outlining practical implementation strategies, discussing its numerous benefits, and illustrating these points with examples. I hope you found this exploration insightful and that it inspires you to incorporate the Frayer Model into your teaching toolkit. By doing so, you can enhance vocabulary learning and comprehension in your classroom. Make sure to check the references for more in-depth information and further studies that underscore the effectiveness of this powerful educational strategy.

References

• Bos C., Anders P. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior high learning disabled students. Learning Disability Quarterly, 13(1), 31–42. https://doi.org/10.1080/00940771.2011.11461773
• Dazzeo, R., & Rao, K. (2020). Digital Frayer Model: Supporting Vocabulary Acquisition With Technology and UDL. Teaching Exceptional Children, 53(1), 34–42. https://doi.org/10.1177/0040059920911951
• Frayer, D., Frederick, W. C., & Klausmeier, H. J. (1969). A schema for testing the level of cognitive mastery. Wisconsin Center for Education Research.
• Wisconsin Department of Public Instruction, Frayer Model, retrieved from https://dpi.wi.gov/sites/default/files/imce/ela/bank/6-12_L.VAU_Frayer_Model.pdf
• Westby, C. (2024). Frayer Model for Vocabulary Development. Word of Mouth, 35(3), 13-14. https://doi-org.ezproxy.msvu.ca/10.1177/10483950231211841d
• Wanjiru B., O-Connor M. (2015). Effects of mathematical vocabulary instruction on students’ achievement in mathematics in secondary schools of Murang’a County, Kenya. Journal of Education and Practice, 6(18), 201–207.

Further readings

• Beck, I.L., McKeown, M.G.,&Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
• Graves, M.F. (2006). The vocabulary book: Learning & instruction. New York: Teachers College Press; Newark, DE: International Reading Association.
• Winters, R. (1991). Vocabulary anchors: Building conceptual connections with young readers. In Reading Teacher, 54(7), 659–662.

The post What Is Frayer Model? appeared first on Educators Technology.

Today’s post is all about “Turn and Talk,” an engaging and interactive instructional strategy used in classrooms. If you haven’t heard about it or are looking for ways to implement it more effectively, this post is for you.

I will start with a definition of what “Turn and Talk” is all about, explaining its purpose and how it works in a classroom setting. Next, we will discuss practical tips for integrating “Turn and Talk” into your lessons, ensuring you can maximize its benefits. Then, I’ll provide some examples of “Turn and Talk” activities to inspire you and help you get started. Finally, we’ll conclude with insights from research, showcasing the proven benefits of this strategy for student learning and engagement.

What is Turn and Talk?

“Turn and Talk” is an instructional strategy where students pair up to discuss specific topics, questions, or concepts for a set period of time (Stewart & Swanson, 2019). This approach leverages structured peer interactions to enhance understanding, retention, and engagement with the material. Through verbal articulation and reciprocal roles, students reinforce learning concepts, improve vocabulary acquisition, and develop critical social and communication skills.

Practical Tips for Integrating ‘Turn and Talk’ in the Classroom

Here are some practical tips to help you effectively integrate “Turn and Talk” into your classroom activities. These insights, informed by Stewart and Swansson (2019), can enhance student engagement and learning outcomes through structured peer interactions.

• Monitor and Support: Circulate around the room to monitor discussions, ensuring students stay on task and addressing misconceptions promptly.
• Debrief and Share: After discussions, bring the class together for a debriefing session. Ask pairs to share their insights to reinforce key concepts and broaden perspectives.
• Use Sentence Starters: Provide sentence starters like “One important aspect is…” to help students articulate their thoughts and encourage deeper engagement.
• Establish Clear Expectations: Clearly explain the activity’s expectations and procedures, emphasizing active listening and respectful interaction to create a productive learning environment.
• Vary the Prompts: Use different types of prompts to keep the activity engaging and address various learning styles, ensuring students remain motivated and interested.
• Incorporate Visual Aids: Use visual aids to provide context and help visual learners engage more fully with the discussion topic.
• Set Time Limits: Set clear time limits for each part of the activity to keep discussions focused and manageable within your lesson plan.

Examples of “Turn and Talk” Activities

For inspiration, here are some examples of “Turn and Talk” activities you can use with your students to promote engagement and deepen understanding through peer discussions. These activities are designed to integrate seamlessly into various subjects and encourage collaborative learning.

1. Literature Discussion:
   After reading a chapter of a book, ask students to turn to a partner and discuss the main character’s motivations and actions. For example, “Why do you think the main character made that decision? How do you think it will affect the story?” Partner 1 shares their thoughts while Partner 2 listens, then they switch roles.
2. Math Problem Solving:
   Present a challenging math problem on the board. Ask students to turn to their partner and discuss their strategies for solving it. For example, “What steps do you think we should take to solve this problem? Why do you think that approach will work?” Partner 1 explains their strategy while Partner 2 listens, then they swap roles.
3. Science Concepts:
   After a lesson on ecosystems, have students pair up to explain how energy flows through a food web. For example, “Can you describe the path energy takes from the sun through the food web we studied?” Partner 1 discusses the concept while Partner 2 listens and asks clarifying questions, then they reverse roles.
4. Historical Events:
   Have students discuss the causes and effects of a significant historical event, such as the signing of the Declaration of Independence. For example, “What were the main reasons the colonies wanted independence? What were the immediate effects after the declaration was signed?” Partner 1 outlines their ideas while Partner 2 listens and then they switch roles to provide their own insights.
5. Personal Connections:
   Ask students to relate a lesson topic to their own experiences. For instance, after a lesson on teamwork, prompt students with, “Can you share a time when you worked as part of a team? What role did you play, and what was the outcome?” Partner 1 tells their story while Partner 2 listens and then they swap roles to share their own experience.

Importance of Turn and Talk’: Insights from Educational Research

The importance of “Turn and Talk” is well documented in the education literature. According to Jones et al. (2000), integrating mnemonic strategies with collaborative learning activities like “Turn and Talk” allows students to enhance their vocabulary acquisition significantly. By discussing and reinforcing learning concepts in pairs, students not only assimilate content more effectively but also retain it longer, illustrating the profound impact of collaborative learning on educational outcomes.

Further emphasizing the effectiveness of “Turn and Talk,” Vaughn and Martinez (2007) highlight how this strategy significantly improves educational outcomes for English Language Learners (ELLs) through structured, interactive, and discourse-based instruction. Their study shows that both ELLs and non-ELLs benefit from peer interactions within structured settings, which are core to the “Turn and Talk” activity. Through engaging in discussions and processing new information collaboratively, students can enhance their comprehension and mastery of content.

Locke and Fuchs’ study on peer-mediated instruction (PMI) further corroborates the benefits of structured peer interaction, akin to “Turn and Talk,” especially among students with behavioral disorders. Their research demonstrated significant improvements in both on-task behaviors and social interactions, underscoring the importance of reciprocal roles in the learning process. Through PMI, students engage in mutual teaching and learning roles, enhancing academic engagement and fostering a supportive classroom environment.

As the research demonstrates, “Turn and Talk” is a highly effective instructional strategy. Through “Turn and Talk,” students can engage in meaningful discussions, enhance their comprehension, and develop crucial social skills in a supportive classroom environment.

Related: What is The Think Pair Share Strategy?

Final thoughts

In this post, I talked about the “Turn and Talk” instructional strategy, highlighting its importance and effectiveness in the classroom. I covered the definition of “Turn and Talk,” provided practical tips for integrating it into your lessons, and shared several examples of activities to inspire you. Additionally, I discussed insights from research that underscore the benefits of this approach for student learning and engagement. I hope this information helps you effectively implement “Turn and Talk” in your teaching practice. The references below will also provide further reading and evidence to support the use of this valuable strategy.

References

• Jones, M. S., Levin, M. E., Levin, J. R., & Beitzel, B. D. (2000). Can Vocabulary-Learning Strategies and Pair-Learning Formats Be Profitably Combined? Journal of Educational Psychology, 92(2), 256–262. https://doi.org/10.1037/0022-0663.92.2.256
• Locke, W. R., & Fuchs, L. S. (1995). Effects of Peer-Mediated Reading Instruction on the On-Task Behavior and Social Interaction of Children with Behavior Disorders. Journal of Emotional and Behavioral Disorders, 3(2), 92–99. https://doi.org/10.1177/106342669500300204
• Stewart, A. A., & Swanson, E. (2019). Turn and talk: An evidence-based practice. Teacher’s guide. Austin, TX: The Meadows Center for Preventing Educational Risk. Retrieved from https://meadowscenter.org/wp-content/uploads/2022/04/TurnAndTalk_TeacherGuide1.pdf
• Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

The post What Is Turn and Talk Strategy? appeared first on Educators Technology.

In today’s post, I discuss a key teaching and learning strategy known as Think-Pair-Share (TPS). More specifically, I will cover what recent research says about the effectiveness and use of TPS, delve into the key advantages of using this strategy in classroom teaching, and provide tips to help teachers seamlessly integrate TPS into their daily teaching routines.

To conclude, I’ll showcase practical examples across various subjects to demonstrate how this strategy can be applied effectively in diverse educational settings. Whether you’re a seasoned educator or new to the profession, this post aims to enrich your teaching toolkit with insights and actionable steps for implementing Think-Pair-Share.

For those of you interested in learning more about the research-based underpinnings of the Think-Pair-Share strategy, I invite you to check the references at the bottom of this post. These resources provide deeper insights and further details that can help enrich your understanding and application of this effective teaching method.

What Is The Think Pair Share Strategy?

The Think-Pair-Share strategy is a popular collaborative learning method, which was introduced by Professor Frank Lyman at the University of Maryland in 1981 (Kaddoura, 2013). This technique unfolds in three key stages:

1. Think: In this initial phase, students are presented with a question, prompt, or observation by the teacher. They are given a few minutes to quietly reflect on the topic and formulate their own thoughts and responses independently.
2. Pair: Next, students team up with a partner or a nearby classmate to discuss their individual thoughts. This stage allows them to exchange ideas, compare notes, and decide together which responses are the strongest, most persuasive, or most unique.
3. Share: Finally, pairs are invited to share their insights with the entire class. This sharing can take the form of presenting their agreed-upon answers or simply discussing the variety of ideas that emerged during their pair discussions.

Think-Pair-Share: Insights from Recent Research

Research on the Think-Pair-Share (TPS) strategy continues to validate its effectiveness and adaptability in educational settings. According to Kaddoura (2007), TPS significantly enhances critical thinking (CT) skills along with analytical abilities like argumentation, prioritization, problem-solving, and resolution.

This aligns with earlier findings by authors like Robertson (2006) and Ledlow (2001), who advocate for TPS as an active and engaging pedagogical tool that facilitates deeper learning through cooperative interaction. These studies suggest that the structured phases of TPS encourage comprehensive thinking and interaction, which are essential for developing higher-level cognitive skills.

However, the research by Copper et al. (2021) introduces a critical examination of the ‘share’ component of TPS, revealing potential drawbacks such as inequities in student participation and heightened anxiety among students when sharing in front of large groups. Their findings underscore the necessity to reassess this phase, suggesting modifications or even elimination in certain contexts to better serve all students’ needs and minimize classroom anxieties. This perspective is crucial as it highlights the evolving understanding of how traditional methods need adaptation to ensure inclusivity and effectiveness in diverse educational settings.

While fundamentally robust, the strategy’s application and execution may require careful consideration and adjustment to address the unique challenges of contemporary classrooms. This ongoing dialogue between embracing proven methods and adapting to new educational landscapes ensures that teaching strategies like TPS remain relevant and effective in fostering not just academic skills but also a supportive and equitable learning environment.

Related: What is Andragogy?

Key Advantages of Think-Pair-Share in Classroom Teaching

Here is a short summary of the main advantages of the Think-Pair-Share (TPS) strategy, as backed by research. These benefits illustrate how TPS can effectively enhance both individual and collaborative learning experiences in educational settings:

• Enhances Critical Thinking: TPS encourages students to think critically about problems or questions, fostering deeper understanding (Kaddoura, 2007).
• Improves Analytical Skills: Helps develop skills in analysis, argumentation, prioritization, problem-solving, and resolution (Kaddoura, 2007).
• Promotes Active Learning: Engages students actively in their learning process, making the classroom environment more dynamic and interactive (Robertson, 2006; Ledlow, 2001).
• Facilitates Peer Learning: Encourages students to discuss and share ideas with peers, enhancing collaborative learning (Robertson, 2006).
• Supports Equitable Participation: Provides a structured format for all students to contribute, potentially reducing barriers to participation (Copper et al., 2021).
• Reduces Anxiety: By sharing in pairs before addressing the whole class, students may feel less anxious and more confident in presenting their ideas (Copper et al., 2021).
• Adaptable to Various Contexts: Can be modified to fit different classroom sizes and settings, ensuring its effectiveness across diverse learning environments (Copper et al., 2021).

Tips for Implementing Think-Pair-Share in the Classroom

Integrating the Think-Pair-Share (TPS) strategy into classroom teaching can significantly enhance student engagement and learning. Here are a few practical tips, according to Read Write Think, to help teachers effectively apply this strategy:

1. Set Clear Objectives: Before implementing TPS, clearly define what you aim to achieve with the lesson. Whether it’s introducing a new concept or reviewing existing knowledge, having a specific target helps in structuring the TPS session effectively.
2. Explain the Strategy: Describe the TPS process to students and explain its purpose. This helps students understand why they are participating in the activity and what is expected of them.
3. Model the Process: Demonstrate the TPS steps with the help of a student or a group of students. This modeling shows students exactly how to engage in each phase of the strategy.
4. Guide the ‘Think’ Stage: Pose a thought-provoking question or problem related to the lesson and give students a few minutes to think independently. This stage is crucial for students to formulate their own ideas.
5. Facilitate Effective Pairing: Pair students thoughtfully, considering their reading and language skills, attention span, and interpersonal dynamics. You can choose to assign pairs or allow students to select their partners, depending on the objectives and nature of the activity.
6. Monitor and Support: While students are discussing in pairs, circulate around the room to listen in and provide guidance where necessary. This not only helps in assessing their understanding but also in addressing any misconceptions immediately.
7. Encourage Inclusive Sharing: Transition from pair discussions to a whole-class sharing session. Ensure that each pair has an opportunity to share their ideas with the class. This can broaden the discussion and incorporate multiple perspectives.
8. Reflect and Reassess: After the sharing phase, encourage pairs to reconvene and discuss how their views might have changed based on the class discussion. This reflection helps deepen their understanding and appreciation of different viewpoints.

Think Pair Share Activities

In this section, I provide some practical examples to demonstrate how teachers can effectively incorporate the Think-Pair-Share strategy across various subjects. These examples illustrate the versatility of this method in fostering critical thinking and collaborative learning, enhancing student engagement and understanding in diverse educational contexts.

1. Social Studies:

Example: When discussing civil rights movements, ask students to think about why these movements emerged when they did. Students then pair up to discuss the socio-political factors of the time and share their conclusions with the class.

2. Language Learning:

Example: For a foreign language class, present a colloquial phrase or idiom. Have students think about possible meanings individually, then pair up to discuss and finally share their interpretations and correct usage with the class.

3. Math

Example: Introduce a new algebraic concept like quadratic equations. Students first solve a related problem individually, discuss their solving strategies with a partner, and share their approaches and solutions with the class.

4. Science

Example: In a biology lesson on ecosystems, ask students to think about the role of decomposers. Pairs discuss how ecosystems might change without decomposers and share their ideas during a class discussion.

5. Reading

Example: After reading a chapter of a novel, ask students to think about the motivations of a key character. They discuss their thoughts with a peer and share their interpretations with the class, enhancing understanding through collective insight.

Final thoughts

In this post, I talked about the Think-Pair-Share strategy, a powerful tool in the arsenal of educational techniques that promotes active learning and collaborative thinking. I also delved into the research supporting this method, outlined its key benefits, offered practical tips for integration, and provided specific examples of how it can be applied across different subjects. I hope you found this discussion enlightening and that it inspires you to incorporate Think-Pair-Share into your teaching practice.

Related: What is Total Physical Response?

References

• Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE life sciences education, 20(1), fe1. https://doi-org.ezproxy.msvu.ca/10.1187/cbe.20-08-0200
• Guenther, A. R., & Abbott, C. M. (2024). Think-Pair-Share: Promoting Equitable Participation and In-Depth Discussion. PRiMER (Leawood, Kan.), 8, 7. https://doi.org/10.22454/PRiMER.2024.444143
• Mundelsee, P., & Jurkowski, S. (2021). Learning and Individual Differences. Think and pair before share: Effects of collaboration on students’ in-class participation, 88, https://doi.org/10.1016/j.lindif.2021.102015
• Kaddoura, M. (2013). Think Pair Share: A teaching Learning Strategy to Enhance Students’ Critical Thinking. Educational Research Quarterly, 36(4), 3. https://eric.ed.gov/?id=EJ1061947

Further Readings

• Gilles, R.M. (2008). The effects of cooperative learning on junior high school students’ behaviors, discourse and learning during a science-based learning activity. School
  Psychology International, 29(3), 328-347
• Ledlow, S. (2001). Using Think-Pair-Share in the college classroom. Center for Learning and Teaching Excellence, Arizona State University.
• Lyman, F. T. (1981). The responsive classroom discussion: The inclusion of all students. Mainstreaming Digest, 109, 113.
• Marzano, R.J. & Pickering, D.J. (2005). Building academic vocabulary. VA: Association for Supervision and Curriculum Deve
• Nagel. P. (2008). Moving beyond lecture: Cooperative learning and the secondary social studies classroom. Education Chula Vista, 128,(3), 363-368,
• Tanner, K. D. (2009). Talking to learn: Why biology students should be talking in classrooms and how to make it happen. CBE—Life Sciences Education, 8(2), 89–94.

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