Think-Pair-Share (TPS) is where learners work individually and in pairs to solve a problem or answer a question. Think-Pair-Shares are designed to:
Increase class participation and improve the quality of learner contributions;
Process information and remember what is learned;
Challenge assumptions, address misconceptions, and start conversations;
Check for understanding; and
Probe learners to think about the topic ahead.
Procedure:
Pose a question or discussion topic to the class.
Ex. How did you arrive at your answer?
Ex. Why are the other answer options incorrect?
2. Give the learners a few minutes to think about their response.
3. Ask learners to pair with a peer to share/discuss their responses.
4. Call on both volunteers and non-volunteers to respond to the entire class.
5. Highlight the accurate points and correct any incorrect responses.
Supporting Research:
Adler, S. A., Altoff, P., Marri, A. R., McFarland, M. A., & McGrew, C. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment.
Allen, R. (2008). Green light classrooms: Teaching techniques that accelerate learning. Corwin Press.
Barkley, EF, et.al. (2005). Collaborative Learning Techniques: A Handbook for College Faculty.
Major, C. H., Barkley, E. F., & Cross, K. P. (2005). Collaborative Learning Techniques: A Handbook for College Faculty.
Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. Corwin Press.
Asynchronous Video Lectures
Purpose:
Informing
Video Lectures are lesson recordings posted online for learners to view. Video Lectures are designed to:
Enhance class discussions (front-load);
Deliver content to enrich understanding (lecture);
Teach learners how something works (tutorial);
Model a step-by-step guide or process (demonstration);
Provide learners access to content anytime, anywhere;
Customize the pace of instruction for learners; and
Be available to review difficult content if needed.
Tips:
Chunk longer lectures into 5-12 minute videos to organize topics and align with attention spans.
Create more informal videos with a personal tone.
Images/Animation + narration is better than text + narration for retention and learning.
Hold learners accountable for viewing the videos in Canvas before or in place of class.
Assign a Wrapper or video guide.
Reserve class for activities and discussion. Reference, but do not repeat, what was in the video.
Supporting Research:
Bodie, G. D., Powers, W. G., & Fitch-Hauser, M. (2006). Chunking, priming and active learning: Toward an innovative and blended approach to teaching communication-related skills. Interactive learning environments, 14(2), 119-135.
Hodges, R., Simpson, M. L., & Stahl, N. A. (2012). Teaching study strategies in developmental education: Readings on theory, research, and best practice. Boston: Bedford/St. Martin's.
Linder, K. E. (2016). The blended course design workbook: A practical guide. Stylus Publishing, LLC.
Martin, D. C., & Blanc, R. (2001). Video-based supplemental instruction (VSI). Journal of Developmental Education, 24(3), 12.
Waters, J. K. (2011). Lecture capture: Lights! Camera! Action. Campus Technology, 24(10), 22-28.
3-2-1
Purpose:
Classroom Assessment Technique (CAT)
3-2-1 is a debriefing tool to reflect on conceptual knowledge and future application. 3-2-1 is designed to:
Summarize and capture learners' learning;
Identify further learning interests and needs; and
Influence teaching adjustments.
Procedure:
At the end of class time, unit, and/or module ask learners to independently list:
3 – new facts or ideas they learned
2 – ways they plan to implement or apply their new learning
1 – idea that either needs clarification or that they would like to know more about
Collect the CAT to inform your teaching and to clarify, correct, or elaborate in a follow-up.
ALTERNATIVES
Have learners post to a discussion board.
In a synchronous (live) online class, learners can write on a white-board.
Use a shared (open for anonymous responses) google document to collect responses.
Supporting Research:
Angelo, T., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass Publishers.