The document discusses the differentiation strategy of Think-Pair-Share that can be used in math classrooms. It describes the Think-Pair-Share procedure and how it can be used before, during, and after a lesson to check student understanding and gather formative assessment data to guide instruction. The website also provides other resources for math teachers, including weekly features on manipulatives, technology tips, differentiation tips, and instructional strategies.

1. Love of Learning Educational Services
Bringing Curiosity, Relevance, and Enjoyment to the Math Classroom
Differentiation
Tip
Think-Pair-Share
Using Think-Pair-Share as a means to differentiate in the math classroom.
2/9/2011 www.loledservices.com

2. Differentiation Tip: Think-Pair-Share
Think-Pair-Share is a quick and easy way to tap into student's prior knowledge or to
allow students time to process information. Think-Pair-Share can be used at any point
during a lesson.
Think-Pair-Share Procedure:
 Give a question or vocabulary word to think about.
 Allow a few moments (usually about 30 sec to a minute or so) for students to
think about the question or problem.
 Have students share their thoughts with a partner. They should also come to an
agreement about what they want to share with the class.
 Have pairs of students share their thoughts on the question or problem.
Using Think-Pair-Share before a lesson:
 allows students to tap into their prior knowledge.
 allows you to gather formative data about what students already know about a
topic before starting instruction. You can adjust instruction based on student
responses. For example, you may discover that students already know a lot
about this topic and only need a short review rather than a complete
lesson. Or, you may notice that students have some misconceptions about the
topic that need to be addressed during instruction.
Using Think-Pair-Share during a lesson:
 allows students time to process their learning.
 allows you to gather formative data about what students are getting from the
lesson. You can then adjust instruction based on what you see. If students
seem to understand what they've just learned, you can move on. If they seem to
have some misconceptions, you can address them when instruction
continues. This could also be a perfect time to break students into groups based
on understanding of the concept.
©2010 Love of Learning Educational Services, LLC. All rights reserved.

3. Using Think-Pair-Share at the end of a lesson:
 allows students time to process and reflect on their learning.
 allows you to gather formative data about what students got from the
lesson. You can then adjust instruction for the next based on what you
learn. You could use this information to assign small groups the next day. Some
groups may be ready to practice the skills being learned and others may need
more small group instruction.
Think-Pair-Share Graphic Organizer:
Think-Pair-Share Graphic Organizer - This graphic organizer will help students keep
track of their thoughts during a Think-Pair-Share. They could keep it in their binders
and keep adding to it each time you do Think-Pair-Shares.
Website’s Weekly Features:
If you like this, see more Differentiation Tips for math teachers as part of the Weekly
Features on our website.
You’ll find the following topics as part of our Weekly Features:
Math Manipulative of the Week
Technology Tip
Differentiation Tip
Brain-Based Learning Teaching Strategy
Featured Video
Featured Blog
Featured Book
Check out our Weekly Features at:
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Kristi Grande
kristi.grande@gmail.com
©2010 Love of Learning Educational Services, LLC. All rights reserved.