This part of the activity can take at least 5 minutes.įor this part, come back together as a class and have a whole class discussion. You can provide questions for the students to ask one another. Ask the students to share what they came up with, with their partners and discuss. Remember when pairing to think of student strengths and their personalities. Decide beforehand whether you will assign pairs or let students choose their own partners. Students can be given 1-3 minutes for this part of the exercise. This process also teaches students how to explain their thoughts first to a peer, and then to a larger audience (the entire class).Įxplain the technique to the students before beginning the exercise - describe the purpose, set discussion guidelines and time limits, and model the strategy to ensure that students know what is expected of them.īegin with a specific question, and give students time to individually think about an answer, and document their responses on their own, either written or in pictures. Using the think-pair-share technique allows students time for individual reflection, thinking, and processing new information before they may be influenced by other students’ answers. Discussing an answer first with a partner before sharing maximizes participation, and helps to focus attention on the prompt given. Students must first answer a prompt on their own, then come together in pairs or small groups, then share their discussion and decision with the class. ![]() Think-pair-share is a technique that encourages and allows for individual thinking, collaboration, and presentation in the same activity. Part B deals with the students performing those exercises in a station like, lesson.What is think-pair-share? It’s a teaching strategy you should be using in the classroom! We’ll give you a full explanation here on what this technique is all about, the benefits, challenges you may encounter, and how to implement think-pair-share in your teaching. ![]() In retrospect part A deals with the students associating the pictures to content. The teacher leads the rotations and the organization of the lesson. Students can begin in stations, and rotate at specific times. Another way to hold students accountable is to first teach correct form, and to perform those exercises with such correct form. The teacher can begin by setting a certain number of exercises, such as 5 or ten, to evaluate them based of what they know, and students are then required to perform those exercises in the PE setting. The next progression, will be to participate in the lesson, experience and rate how close, how far the student was from their evaluations. The next step, based on how the class responds, will be to have the students engage in another think-pair-share activity y, where students can evaluate and predicts the level of difficulty of specific exercises. ![]() The teacher will know how much the students know and where to begin in the field. This activity, will allow the teacher to take the class in the right direction. Is the exercise cardiovascular? Does it focus in strength? Flexibility? The students try to associate the image with the actual concept of the exercise. The objective is, for the students to share what they know about exercise. Students are given images of individuals performing different exercises. For example, in PE for students in middle school, the teacher can incorporate a think-pair-share activity where students work in groups of two. However, students must also be challenged to think critically. Being physically engaged is an important component in PE. ![]() In the Physical Education setting, it is important for students to engage in higher level thinking.
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