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.
Co-Curricular (experiences outside of the formal classroom but contribute to student learning) Please contact us at activelearning@uga.edu with an example to include!
Universal Design of Active Learning
Universal Design for Active Learning UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Timing & Pacing Honor the think phase with genuine individual processing time. Avoid collapsing it under time pressure — it is essential for students who need more time.
Social Interaction Allow students to choose their partner. Avoid requiring immediate verbal sharing with the whole class. Allow written responses as an alternative to speaking.
Information Accessibility Provide the prompt in writing for reference during all three phases.
Ways to Participate/Express Allow written thoughts before pairing, verbal or written sharing with a partner, and written or verbal contribution to the whole class.
Online Adaptations
Coming Soon!
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
