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Think Pair Share TPS Pattern

Think Pair Share TPS Pattern

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Categories:Topics, Art & Design
Published by: sretal on Nov 26, 2011
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11/26/2011

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1
Name
: Think-Pair-Share (TPS)
S. RetalisOnline Educa Berlin Workshop: “The Theory and Practice of Design for Learning”30 November 2011, Berlin
Context
Often people are called to collaboratively solve challenging and open-ended problems and come up withcreative solutions. However, these people might be new to collaborative learning & brainstorming. Thus, theteacher should try to
 
promote the feeling that team members need each other to succeed (positive interdependence)
 
foster discussion in order that students’ view an open-ended problem from various angles
 
give students a chance to formulate answers that will be peer reviewed
 
promote the acquisition of presentation an d communication skills
Example
 
"Death Penalty. Yes or no?"
Learners discuss the death penalty and the arguments that support it and thearguments against it. After discussion, they write a mock editorial for the local paper in and choose a side of the death penalty to defend by assuming a persona directly related to a scheduled execution. They conductresearch on given websites before collaboratively completing their editorials that could be judged during aplenary session.
Problem
 How to help individuals who are new to collaborative creative ideation process, collaborative solve achallenging or open-ended problem
Solution
Use the learning strategy of “Think-Pair-Share” which is a collaborative brainstorming strategy. At the startof the learning process the teacher presents a problem that demands a solution. Each learner thinks on hisown and records his ideas about the situation. Then the learners are split into groups of two, interchangeideas about the problem and result into a common solution. Finally they present and discuss their conclusionsat a plenary session in order to get feedback from their peers. This strategy helps the learners intensivelywork on producing creative solutions to given problems, share their ideas and justify their position in front of their peers and get/offer feedback.
Types of Tasks
Each participant has time to think about the question and draft initial thoughts. They pair, discuss their ideasabout the question and write down their thoughts as a group. Then, they share/present their ideas at a plenarysession. Participants could take a classroom “vote”. Learners are much more willing to present their ideas ina plenary session after having discussed in a group, since the embarrassment is “shared”. Also, the groupideas are often more intellectually concise since learners have had a chance to reflect upon their ideas with apeer.The learning process consists of three phases, as shown in the next figure.
 
 
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3
An example of the TPS strategy:
Designing the learning unit "Punishment: Death Penalty. Yes or no?"
Course:
Modern Greek 
 
Language
 Grade:
Third Grade of Lyceum (students’ age: 16-17)
 Task
Write a mock editorial for the local paper in and choose a side of the death penalty to defend by assuming apersona directly related to a scheduled execution
Goals/Objectives:
Learners acquire knowledge about the death penalty and the arguments that support it and the argumentsagainst it. They develop own opinions and exchange various viewpoints on death penalty. They practice theirwriting skills by editing a mock editorial for the local paper that deals with a scheduled execution.
Learning Material/Tools
 
Adam Liptak (2007).“Does Death Penalty Save Lives? A New Debate”, NY Times, published onNovember 18, 2007http://www.nytimes.com/2007/11/18/us/18deter.html?pagewanted=all 
 
Online newspaper articles about death penalty
 
Concept Questions:
o
 
What are the different viewpoints for and against the Death Penalty?
o
 
What is the history of the Death Penalty, and what is the current status on the Death Penaltyin various countries?
o
 
What determines who is killed under the Death penalty?
o
 
Do you think the death penalty acts as a deterrent keeps crime at a lower rate?
o
 
Both the USA and Saudi Arabia has the death penalty but crime is so much lower in Saudi.Why do you think this is?
o
 
Should people who commit crimes against humanity be given the death penalty
 
Editorial evaluation rubric
Activities:
According to the TPS strategy, the learning process will consist of three phases:
Phase 1:
 
Teacher presents the scope, the goal and the overall structure of learning session
 
Learners individually study the learning material
 
Learners are asked to briefly write and upload to a shared workspace their impressions of the articlesgiven by individually writing a paragraph or two on how they would feel about the death penalty.
Phase 2:
 
Teacher forms pair groups, presents the concept questions that could help learners to identifydifferent arguments for or against the death penalty
 
Teacher offers some extra learning material and the evaluation rubric of the students’ assignment(editorial rubric)
 
Learners share their initial ideas and discuss the concept questions
 
Learners collaboratively write an editorial article in a wiki
Phase 3:
 
Learners read the editorials of the pair groups
 
Learners vote for or against the death penalty
 
Teacher evaluates the assignments and gives a summary of the learning session

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