Think-Pair-Share…

…the what and the how.

Hello all. Welcome to the 125th edition of TEPS Weekly! 

It is a Social Science period in Grade 6. The topic is migration. The teacher begins:

“People migrate from one place to another. Sometimes they move to cities for jobs. Sometimes they leave because of floods or drought. Sometimes they leave because of war or lack of safety and security. These are called push and pull factors.”

She pauses for a second and continues, “There are different types of migration – rural to urban, urban to rural…”

As she is lecturing, one student quietly writes down what she hears, another looks out of the window, and a few others absent-mindedly doodle or flip the pages of their textbook. No one raises a hand. No one asks questions. The bell rings.

So, what was missing? The explanation was correct – but, the students were either not paying attention or not processing the information. They did not get a chance to think or share their thoughts. They were passive listeners.

Now, let’s look at another situation. Another teacher teaching the same topic enters her classroom with a different lesson plan. 

She writes on the board:

Why do people move from one place to another? Is it exciting? Is it difficult to move?

She gives clear instructions to the class.

• We will be using the Think-Pair-Share approach today.

• Take two minutes to think about the questions.

• Write at least one reason you think people move from one place to another

As students begin writing, she walks around and sees that a few students haven’t yet begun. She quietly prompts them: 

• They moved because…

• It is hard to move because…

• What can be different in a new place?

Once the students have written their answers, she pairs them up and instructs:

“Now, turn to your partner. Tell them what you wrote. Ask your partner questions to understand their answers better too.”

But she knows not all students will share easily. Some are shy, and some worry that they might say the wrong thing. So before they begin, she adds:

• You do not have to say everything perfectly. Just try to explain what you wrote.

• If your partner is quiet, wait a little and ask, “What do you think?”

• Each of you will have a role. One is a speaker and one is a listener. After a minute, you can switch roles.

These small instructions help the students feel slightly more relaxed. As they take turns, they notice where their answers are the same and where they are different. For example, one student says, “People move to find better jobs.” His partner asks, “Like who? Do you know anyone who moved for work?” The student thinks for a while and says, “My aunt moved to a bigger city to become an artist.” Discussing helps him understand his own idea better and then adds more information to it. Students get a chance to rethink their ideas if they feel they have missed a point. 

Once the students have had a chance to discuss with their partners, she claps three times to bring the class back together. She says, “Each pair, take 30 seconds to choose one person to share something their partner said — not their own idea.” Allowing students to choose who will share their ideas with the whole class reduces pressure on reluctant speakers.

The first student comes forward and says, “My partner said her uncle moved to another city for a job but didn’t like the food there, so he came back.” The teacher nods, “Interesting. So sometimes people leave – and then return. That’s also a kind of migration, right?” Another student says, “My partner said she moved from a village to the city, and in the beginning she felt excited. But now she misses the quiet.” The teacher repeats, “Excited at first and now misses the quiet – that is a mix of feelings. Anyone else hear something like that?” A few hands go up. She allows them to share. A student says, “My partner said his cousin moved to Delhi and was happy to get a job, but he didn’t like how crowded it was.”

The teacher points to the board again and says, “So what are we learning here? That movement can be…?” She gives students time to share words like easy, hard, exciting, lonely. She writes them on the board, adding a few herself. Then she brings it all together, “So we have heard many reasons why people move — for jobs, for better houses, because of floods, or just to be near family.” She circles a few words on the board and says, “Some of these reasons pull people to a new place — like a better job or a new opportunity. Others push people out of where they are — like war, floods or not finding work. That’s what we mean by push and pull factors. You just explained it yourselves.”

What had begun as a simple question turned into a meaningful conversation where students were not just passive listeners but active participants in the learning.

So what is Think-Pair-Share really?

Step	What Happens	Why it Matters
Think (Individual Reflection)	The teacher asks an open-ended question. Students think quietly and write down their ideas. This usually takes 1–3 minutes.	Gives each student time to pause and think without pressure.  Helps shy students or those who need more time to process.  Builds confidence before speaking.
Pair  (Partner Talk)	Students talk to a partner or small group (2–3 students) for 2–5 minutes. They share what they wrote, compare answers and ask questions.	Helps students clarify their thinking by saying it aloud. Allows them to build on each other’s ideas. Helps them feel more confident to speak in front of others later.
Share  (Whole Class Discussion)	One or more students from each pair (or group) share their ideas with the class. The teacher helps lead the discussion and adds or corrects as needed.	Ensures all students feel included.  Gives the class new ideas. Helps the teacher see what students understand (or don’t). Reduces fear of being “wrong.”

How can you make Think-Pair-Share more effective in your classroom?

During the THINK phase:

• Give enough quiet time, typically 1-3 minutes, but adjust based on question difficulty and student age.

• Ask students to write down their initial responses in a journal or on sticky notes. It gives them a starting point. It also helps students who need time to organise their thoughts.

During the PAIR phase:

• Tell students who they are working with and what to talk about. Use sentence starters or questions to guide the talk.

• Set a time limit. Usually,  2–5 minutes is enough.

• Walk around and listen. This helps you check if students are on track and spot any confusion. You can also offer support to students who are stuck or not participating.

• Use roles or pair shy students wisely. Give one student the role of “speaker” and one the “listener,” and let them switch. Pair quieter students with kind, encouraging peers.

During the SHARE phase:

• Guide the class discussion, inviting selected pairs or individuals to share their insights. Asking students to share what their partner said can promote active listening.

• As students share, summarise key points, address any misconceptions that arise and foster further discussion.

• Don’t rush to give the ‘right’ answer. Let students explain their reasoning. Ask follow-up questions like, “Why do you think that?” or “Does anyone have a different view?”

So what does Think-Pair-Share actually change?

Students are no longer just listening. They are thinking, speaking and building ideas together. Even the quieter students have something to say because they have had time to write, talk to a partner and feel ready. The teacher hears different voices, not just the ones who always raise their hand. And the class moves from memorising facts to understanding the reasons behind them.

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Edition: 4.32