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Think Pair Share Strategy.docx

Think Pair Share Strategy.docx

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Published by Magnate Frank
Educational Strategies
Educational Strategies

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Categories:Types, School Work
Published by: Magnate Frank on Jun 12, 2013
Copyright:Attribution Non-commercial


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Think Pair Share Strategy The think pair strategy worked in the following way.

I divided the class in to two teams, blue and green. I then had each blue team member pair up with a green team member. After that, I announced a discussion topic: “Which is the best game to play during break time?” Each student was allowed 1 minute to think of their own answer. At the lapse of 1 minute, I instructed the paired students to discuss it together for 3 minutes, and exchange their thoughts and ideas about the topic of discussion. At the end of 3 minutes, I randomly sampled 5 students to come up-front and share their ideas about the topic with the class. I was impressed by the quality of responses generated by the sample group. Not only were they able to state which was the best game to play during break time, they were also able to give reasons as to why they considered that to be the best game. When probed further, the sample students were able to state reasons as to why they did not select a certain game. I was also impressed by the simultaneous interaction that took place in class. It was motivating to see every student actively engaged in purposeful speaking and listening. Next time, I would do the following things differently. First, instead of letting the students select their partners, I would select them for them based on their strengths and weaknesses. Second, I would hold 3 discussion sessions before selecting a random sample to present. In this 3 discussion sessions, the students would be paired to different students, such that at the end of it, each student would have been paired three times. Third, instead of employing just one question, I would employ a series of questions each designed to lead them to a deeper level of thinking.

is unable to make connections among words in various texts. who have reading problems. I have also had him sort objects in pictures by the sound I am teaching at that moment. For John. she is unable to pause at breaks within sentences. they will be at par with the other students. and in due time. We do this repeatedly till she gets it right. 1983). vocabulary and comprehension. I have him say the letter sound over and over again till it is reinforced. I have identified the precise phoneme weaknesses that he is facing and thus have been able to design developmentally appropriate activities to help him overcome the problem (Richek. I have employed the following strategies. Mary. These strategies have helped both John and Mary improve their reading skills. He is also unable to correctly complete phoneme substitution activities. I normally read a short passage and then have her immediately read it back to me. on the other hand. For Mary. When John is asked to put together sounds to make a word. the strategy that has borne fruit is one involving her matching her voice to mine when reading aloud (Richek. rhyming and spelling new words by their sounds. 1983). She also gets frustrated when reading aloud because she is unable to read as fast as the other students. In addition. In addition. he experiences considerable difficulty. List & Lerner. I have two students. he has difficulty with syllabication. let’s call them John and Mary. . These strategies have been successful at diagnosing the reading problems in both students.Reflection Journal In my class. List & Lerner. To help diagnose their reading problems. John has a problem with phonemic awareness and in word decoding and phonics. while Mary has problems with fluency.

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