Think-Pair-Share Strategy

Each student takes a few minutes to think through an appropriate response on his or her own and then pairs with another student to share their responses. After putting their ideas together, they create a collaborative response to share with the class.

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

Even if they were wrong or needed more information to come to the correct conclusion. Her lesson used cooperative learning with indirect instruction. She asked a lot of probing questions and then would build on students’ response. She gave plenty of think time for the students to process what they were trying express to the class. If students didn’t give the correct response she would allow other students to help come up with the correct answer. The correct answer came from the students building on each others knowledge. Mrs. Soglin facilitated the discussion and added new information as needed. After the class discussion the students worked on their activity in pairs or groups and were engaged in self directing during this time.

The students will share their ideas and teacher will write them on the board. The students will also fill out this information on their thinking log.

Recording and replaying ideas helps students become more mindful of their purpose and thinking. Students can self-assess and identify what went well and why and what didn’t. As a teacher, I would love to use and listen to the recording outside of the classroom so that I may discover connections or insights that I missed, become a better questioner, and clarify my role. It is important to get in the habit of using recording and clipboards, because it provides insights to formulate my lesson plans. As a teacher, I should identify my students’ fluency, style, grammar, interest, strengths, and areas of improvement with measurable

Another example of a teaching idea in generating questions as suggested by Stricklin (2011) “Sentence starters offer guidance to students new to reciprocal teaching. Written on Index cards, sentence starters for each of the “Fab Four” strategies and metacognitive thinking may help in beginning group conversations as Stricklin (2011) explains:

The teacher allowed students to work cooperatively in groups to discuss problem solving strategies. Students appeared to be very much engaged in learning through interaction with peers. The first grade teacher was very active in using the think-pair-share strategy to promote thinking and oral communication. During her writing lesson of editing a sample story, she asked students to think about what corrections they thought needed to be made, then asked them to share their thoughts with a partner. I thought this strategy was very much appropriate and effective for promoting students’ language acquisition, especially for her class of early intermediate language learners.

Effectiveness of Strategy one has been proven to be effective with consistency. This strategy will be effective when students understand what is expected and it is constantly reinforced in a positive manner. When positive reinforcers are given it can have a constructive influence on student’s behaviors.

After watching the video and hearing instructor’s brief explanation, the participants are invited to share their reflection each other and then present one or two

Provide analysis, not description. Demonstrate your ability to use and apply theories and concepts from the course material; integrate course material where it is useful. Mine the text for nuggets of strategy practices that help explain the issues. For

Shared Inquiry is a way of learning that helps people of all ages to discover the ideas, meaning, and information found in everything they read. The leader regulates the flow of the of the discussion and prepares questions that initiate the discussion. The leaders also challenge others to help them learn the information better with inaccurate statements to test them and then ask for evidence. If students get off track with the discussion then the leader needs to redirect them. They should know when it is time to ask a new question then get them to solve the next problem.

Sentence starters are a sure way to keep students engage in collaborative groups. Through this process of questioning and responding, emulates reciprocal teaching. Generic questions provided on a card, guide the conversations and ensure students are responding to a variety of questions (Stricklin, 2011). Stricklin (2011, p. 622) explains the type of questions asked during reciprocal teaching using the “Fab Four” strategies:

strategies. These lessons may be presented to the student prior to, during, and after the assigned

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).

Strategy 4: Dyad. These activities give students the opportunity to work one-to-one with others in the class. Through these activities, students become better acquainted with each other and begin to feel more comfortable sharing personal ideas and views. Almost any activity can be structured .for pair work.