The document describes the Think-Pair-Share (TPS) collaborative learning strategy. TPS involves 3 phases: 1) students think individually about a topic question for 1-3 minutes, 2) students pair up to discuss their answers to a follow up question for 5-10 minutes, and 3) selected pairs share their responses with the class for 12-15 minutes while the instructor facilitates discussion. TPS engages students actively, allows them to learn from each other, and helps instructors achieve benefits of small group work in large classes through formative assessment.

1. Think-Pair-Share
Collaborative, Active Learning
Strategy
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2. Plan your TPS Activity
• Choose a topic from your current course.
• The topic should have scope for
multiple solution approaches
 detailing of an abstract concept
 some form of open-ended discussion.

3. Think phase (1-3 minutes)
• Write an initial (seed) question on the problem or topic
you want to discuss.
Note:
(i)The question is broad enough so that most students
in your class can write some response.
(ii)A student can think about it and write an
individual answer in about 1-3 minutes
(iii)There is a clear deliverable for the student.

4. Pair phase (5-10 minutes)
• Write a follow-up question, that two students can
work on together.
Note:
(i) The question is connected to the Think phase, i.e.,
they should use the output of their Think phase.
(ii) Two students are required to answer the Pair
question, and should be able to do so 5-10
minutes
(iii) There is a clear deliverable for the pair.
(iv) The question leads to the discussion that you want to
carry out later.

5. Share phase (12-15 minutes)
• Write a follow-up task that all student pairs should do.
Invite a few pairs to share their answer.
Note:
(i) You have anticipated a few likely responses.
(ii) Give about 1 minute for each pair to explain their
answer.
(iii) Highlight important points (or pros-cons) of each
answer.
(iv) Invite answers that are conceptually different from
previous ones.
(v) Summarize the entire discussion after 12-15 minutes,
and move on!

6. No Conditions Apply
• This works even in large classes, since the responses
are likely to fall into a few categories.
• This works for technical subjects.
• Continue further discussion into the topic, as per
your plan. If you find that many of the points that
you wanted to convey are already covered, then your
TPS activity was a success!

7. Why use TPS?
• Students are actively engaged.
• Students learn from each other (social process,
teach=>learn).
• Students can tackle large and ill-structured
problems, and develop the ability to consider
multiple points of views.
• TPS is a relatively easy way to achieve the benefits
of small group cooperative learning in a large class.
• Formative assessment (rapid feedback that can be
acted upon) is possible.

8. 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.
• Well known challenges to teaching-learning in large
classes – more easy for students to tune out and get
distracted into using their mobiles, talking, or other
off-task activities.

9. Thank you