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One of the most exciting developments in modern education goes by the name of
cooperative (or collaborative) learning and has children working in pairs or small
groups. An impressive collection of studies has shown that participation in
well-functioning cooperative groups leads students to feel more positive about
themselves, about each other, and about the subject they're studying. Students also
learn more effectively on a variety of measures when they can learn with each other
instead of against each other or apart from each other. ~ Alfie Kohn, Punished By
Rewards
RATIONALE
Cooperative learning has a long research history and offers many benefits to students as a way o build student-to-student
interactions, allow students to work together toward a common goal, and facilitate discussions and processing of information.
Cooperative learning procedures are designed to engage students actively in the learning process through inquiry and discussion
with their peers in small groups (Davidson & Worsham, 1992). Noted by the National Reading Panel (2000) as a strategy that had
scientific basis for concluding it could improve reading comprehension in non-impaired readers, cooperative learning has become a
staple in many classrooms across the country.
As we look at cooperative learning we must be aware of specific differences that distinguish it from students simply working in small
groups. Cooperative learning should provide positive interdependent learning, heterogeneity, shared responsibility, and social skills
development (Johnsons, Johnson, Roy, & Holubec, 1984). Also, as Marzano (1992) notes, cooperative learning should encompass
five dimensions of thinking and learning including the following:
1. Developing attitudes and perceptions conducive to a positive climate
2. Acquisition and integration of knowledge
3. Extending and refining knowledge
4. Making meaningful use of knowledge
5. Developing favorable habits of the mind
One specific cooperative learning strategy, Think-Pair-Share (TPS), encompasses each of the above dimensions while providing
instructional benefits such as increased time on task, active involvement, and practice of listening skills (Nessel & Graham, 2007).
Developed by Frank Lyman, TPS uses the principle of all before one which allows for a time when all students are engaged in
thinking before any one student is called upon (Mauro & Cohen, 1992). TPS is a useful learning strategy that can be used with all
grade levels and all content area subjects. It is an effective strategy used to assist learners in thinking more deeply, as well as allow
students the opportunity to practice in communicating their thoughts and ideas with peers and teachers.
Blank Template
Elementary Example
Secondary Example
ASSESSMENT
Evaluation of this strategy can be done by observation, rubric, or review of each students understanding of the process. Teachers
may want to do walk around the room and observe students participation in their pair. Review of a Think-Pair-Share handout would
provide a way to review both the process of the strategy, as well as the end result.
RESOURCES
Reading Quest: Think-Pair-Share
http://www.readingquest.org/strat/tps.html
Learn more about Think-Pair-Share and why you should use it in your classroom.
Think-Pair-Square-Share
http://www.pointloma.edu/TeachingandLearning/Teaching_Tips/Think-Pair-Square-Share.htm
This site offers information on how to use think-pair-square-share, an adaption of Think-Pair-Share.
Spelling Using Think-Pair-Share
http://www.teachervision.fen.com/lesson-plan/spelling/48548.html
Students use the think-pair-share strategy to explore spelling patterns. This lesson uses the /a/ (short-a) sound, although any spelling
pattern could be used, including words that include "qu," homonyms, and compound words.
Think-Pair-Share Activity
http://www.google.com/url?sa=t&source=web&ct=res&cd=7&url=http%3A%2F%2Fjc-schools.net%2Fdynamic%2FLA%2Factivities%2
View this PowerPoint presentation for some practice on doing Think-Pair-Share.
REFERENCES
Davidson, N., & Worsham, T. (Eds.) (1992). Enhancing thinking through cooperative learning. New York: Teachers College Press.
Johnson, D.W., Johnson, R.T., Holubec, E.J., & Roy, P. (1984). Circles of learning. Alexandria, VA: Association for Supervision and
Curriculum Development.
Kagan, S. (1994) Cooperative learning. San Juan Capistrano: Kagan Cooperative Learning
Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, As, praise, and other bribes. Boston: Houghton
Mifflin.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read:
An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH
Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Nessel, D. D., & Graham, J. M. (2007). Thinking strategies for student achievement: Improving learning across the curriculum, K-12
(2nd ed.). Thousand Oaks, CA: Corwin Press.
Department of Education and the University of Central Florida. All rights reserved.