The instructor poses a question, scenario, or problem, and learners individually think about possible responses (and ideally write their thoughts down). Following the self-reflective time, learners pair up to discuss their answers. Finally, pairs either share their individual thoughts or their collective insights with the whole class.
| Individual/Group Activity | Group & Individually |
| Class Size | Small (<25), Medium (25-50), & Large (51-200) |
| Bloom’s Taxonomy Level | Analyze |
| Development Initial | Transitional Knowing |
| Minimum Time to Facilitate | 16 – 30 Minutes |
| Minimum Time to Debrief | < 10 Minutes |
| PDFs | Here |
Additional Resources
Usman, A. H. (2015). Using the think-pair-share strategy to improve students’ speaking ability at Stain Ternate. Journal of Education and Practice, 6(10), 37-45: https://eric.ed.gov/?id=EJ1081679
Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance students’ critical thinking. Educational Research Quarterly, 36(4), 3-24: https://eric.ed.gov/?id=EJ1061947
Hamdan, R. K. A. (2017). The Effect of (Think-Pair-Share) Strategy on the Achievement of Third Grade Student in Sciences in the Educational District of Irbid. Journal of Education and Practice, 8(9), 88-95: https://eric.ed.gov/?id=EJ1139082