THINK-PAIR-SHARE: (1) The instructor
poses a question, preferablely one demanding analysis, evaluation, or synthesis,
and gives students about a minute to think through a response. This "think-time"
can be spent writing, also. (2) Students then turn to a partner and share
their responses. (3) During the third step, student responses can be shared
within a four-person learning team, within a larger group, or with an entire
class during a follow-up discussion. The caliber of discussion is enhanced
by this technique, and all students have an opportunity to learn by reflection
and by verbalization.
THREE-STEP INTERVIEW: Common as
an ice-breaker or a team-building exercise, this structure can also be used
also to share information such as hypotheses or reactions to a film or article.
(1) Students form dyads; one student interviews the other. (2) Students switch
roles. (3) Dyad links with a second dyad. This four-member learning team then
discusses the information or insights gleaned from the initial paired interviews.
SIMPLE JIGSAW: The instructor divides
an assignment or topic into four parts with all students from each LEARNING
TEAM volunteering to become "experts" on one of the parts. EXPERT
TEAMS then work together to master their fourth of the material and also to
discover the best way to help others learn it. All experts then reassemble
in their home LEARNING TEAMS where they teach the other group members.
NUMBERED HEADS TOGETHER: Members
of learning teams, usually composed of four individuals, count off: 1, 2,
3, or 4. The instructor poses a question, usually factual in nature, but requiring
some higher order thinking skills. Students discuss the question, making certain
that every group member knows the agreed upon answer. The instructor calls
a specific number and the team members originally designated with number during
the count off respond as group spokespersons. Because no one knows which number
will be called, all team members have a vested interest in understanding the
appropriate response.
Again, students benefit from the verbalization, and the peer coaching helps
both the high and the low achievers. Class time is usually better spent because
less time is wasted on inappropriate responses and because all students become
actively involved with the material.