Recent Changes

Friday, March 16

  1. page Think-Pair-Share edited ... Member 1 only changed the share part of the strategy. Because, he observed the paired discussi…
    ...
    Member 1 only changed the share part of the strategy. Because, he observed the paired discussions, the sharing of the discussion was not as integral to the session. However, member 1 used the sharing portion of the strategy to discuss the passage a little further and coach the students on ways of sharing and discussing passages. The only modification that member 2 made was that the teaching was conducted in a pair of three instead of two. This did not seem to be a handicap for the learning atmosphere. Actually it seemed to enhance the conversation with the group as compared to earlier lessons the teacher has had with the two boys together.
    Modifications for Future Implementations
    ...
    because it pairs,compbines, in a strategic way, themany learning process.processes. It maximizes
    Reflections:
    The TPS strategy is a very interesting and useful strategy that can be an in depth structured process that holds students accountable for their participation or it can be a quick process that is used to get the students thinking and relaxed about the topic. Because of its usefulness and flexibility, the TPS strategy should be used often and in a variety of scenarios and content areas. Promps will help focus the sessions but sometimes the students can create their own prompts or the prompts can be very open-ended and require high order thinking. The discussion possibilities and learning potential of the TPS strategy are very promising.
    References:
    McKellar, Danica. (2007). Math Dos’t Suck, How to Survive Middle School Math Without Losing Your Mind or Breaking a Nail. New York: Hudson Street Press
    McKellar, Danica. (2010). Hot Algebra Exposed. New York: Hudson StreetOkubo, Miné (1983). Preface. In Miné Okubo, Citizen 13660 (pp. vii-xii). Seattle, WA: University of Washington Press.
    Robb,
    ...
    Professional Books.
    Zwiers, Jeff. (2008). Building Academic Language, Essential Practices for Content Classroonms, Grades 5 – 12. San Francisco: A Wiley Imprint.
    Further Research
    (view changes)
    11:52 am
  2. page Think-Pair-Share edited ... both of these standards, students can use the TPS strategy to discuss the literature and help …
    ...
    both of these standards, students can use the TPS strategy to discuss the literature and help each other analyze and evaluate the text and the different styles and forms that the authors use.
    EL.12.3.2 2006Analysis of Grade-Level-Appropriate Literary Text:Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
    EL.12.3.3 2006
    Analyze
    2006Analyze the ways
    In physics, this strategy is very helpful, especially with regard to physics in concert with other sciences and as physics interacts with the socio-political world. TPS is great in aiding students to understand the specific content of velocity, acceleration, force, momentum, charge, electricity, etc. As students come to understand the content of the science, they need to understand how the content of the science influences issues of the day. Some issues that come to mind are nuclear energy, global warming, alternative energy sources, fracking of oil sands, safety and durability of infrastructure (roads, bridges, airports, waterways and levies for flood control). The strategy is helpful because conversation (dialog) in the classroom is the same motif by which physicists testify before congress, which brings the science into dialog with issues of the day.
    SC.P.1 2000 - Principles of Physics
    ...
    What Worked/Did Not Work
    The process for member 1 and 2's class worked very well. Since member 1's student's are siblings and member 2's students are cousins and enjoy each other’s company, both teachers had to frequently monitor the student's on-task attention. This need was no doubt exacerbated by the class being held in a familiar setting away from a formal classroom atmosphere at an after hour time. Even though this was necessary, it did not detract significantly from their learning.
    ...
    discuss it wiwith each other. He then asked them to share what they discussed. After reading the text, member 1 asked the students why the passage made a point of the fact that many of the people in the internment camps were U.S. citizens. He also asked what they know about the internment camps after they have read it. At first they claimed they did not know much else but after some discussion, they clearly understood more than they thought. The strategy helped them vocalize what they knew they knew and helped them realize what the did not know they knew. Furthermore, by discussing the passage with each other, they brought up passages that needed further investigation. When this happened, member 1 directed them back to the reading to decipher the meaning.
    Member 2's classclass, being a mixed gender classclass, was a
    Modifications Made During Implementation
    TheMember 1 only changed the share part of the strategy. Because, he observed the paired discussions, the sharing of the discussion was not as integral to the session. However, member 1 used the sharing portion of the strategy to discuss the passage a little further and coach the students on ways of sharing and discussing passages. The only modification that wasmember 2 made was
    ...
    pair of 3three instead of 2.two. This did
    Modifications for Future Implementations
    ...
    because it pairspairs, in a stragic waystrategic way, the learning
    ...
    thinking, formulating language. And responding back. This is a mater of being able to talk about the content (http://www.readingquest.org/strat/tps.html).language and responding. However, since
    ...
    easily become off task,off-task, teachers are
    ...
    a structured setting. Additionally the recommendation from the afore mentioned URL is that structure needssetting but to be built into the strategy. A word about structure: In the teacher’sexpect some loudness. While planning for the classclass, the teacher
    ...
    of expression. Note that there is an afore mentioned reference to Zwiers table number 6.3 of tips and examples for constructing prompts.
    Reflections:
    Our reflection of theThe TPS strategy is that it is a powerfulvery interesting and useful reading and learning strategy. We believe this is so because it incorporates in one simple strategy the basic theory of this course. It involves hearing the language from reading or classroom presentations tothat can be processedan in depth structured process that holds students accountable for their participation or it can be a quick process that is used to get the students’students thinking and connecting with personal knowledge,relaxed about the topic. Because of its usefulness and then processed in each student’s personal language spoken to another person, and that language is heard and reflected upon. Itflexibility, the TPS strategy should be used frequentlyoften and in a variety of scenarios and content areas. Promps will help focus the sessions but with careful preparationsometimes the students can create their own prompts or the prompts can be very open-ended and structured accountability. require high order thinking. The discussion possibilities and learning potential of the TPS strategy are very promising.
    References:
    McKellar, Danica. (2007). Math Dos’t Suck, How to Survive Middle School Math Without Losing Your Mind or Breaking a Nail. New York: Hudson Street Press
    (view changes)
    11:41 am
  3. page Think-Pair-Share edited ... As mentioned earlier, the TPS strategy is very flexible and can be used in possibly all conten…
    ...
    As mentioned earlier, the TPS strategy is very flexible and can be used in possibly all content areas and many topics within the content areas. Though there is not a standard in high school E/LA that directly involves teaching TPS, because of the strategy's adaptability and ease of use, it can apply to nearly all the standards. For example, with
    both of these standards, students can use the TPS strategy to discuss the literature and help each other analyze and evaluate the text and the different styles and forms that the authors use.
    EL.12.3.2 2006
    Analysis
    2006Analysis of Grade-Level-Appropriate Literary Text:
    Evaluate
    Text:Evaluate the way
    EL.12.3.3 2006
    Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
    (view changes)
    11:17 am
  4. page Think-Pair-Share edited ... Much like other strategies discussed, TPS is a great strategy for teaching students how to slo…
    ...
    Much like other strategies discussed, TPS is a great strategy for teaching students how to slow down their reading and really understand the content. It also is a great strategy for starting discussions about whatever material the students are reading. The goals that can be pursued through the TPS strategy can be varied. The strategy can be used to help students develop prior knowledge, connect to the reading, learn vocabulary, activate prior knowledge, and review what has been read. Furthermore, TPS can provide students with different perspectives from their classmates. Because of the amount of time spent during a TPS session, students are capable of truly critically thinking about the readings with the help of another classmate.
    How does TPS work and how can it be used in the Classroom?
    ...
    have a genienegenuine discussion about
    ...
    be used in a variety of
    Where TPS fits in Robb's Three-Part-Framework
    ...
    even "during a busy (every)
    Before Reading:
    Students can activate prior knowledge by thinking about the topic and writing notes. They can then share those notes with a partner. Eventually each group could share their findings with the whole class. By doing these multiple "thinks" and "shares," the students gain prior knowledge and can make connections to the content.
    ...
    TPS Content Area
    Not only is the TPS strategy useful during any stage of learning. It is also useful for any content area. It can be used to help students understand poetry and complicated literature in an E/ LA class. It can help students understand complicated procedures in Math and Science. Students can discuss difficult scenarios about history and government. The possibilites for the TPS strategy are endless.
    ...
    literature classes to help students
    TPS Tools and Handouts
    The only tools that are necessary for the implementation of TPS are a topic that should be thought about and discussed. These topics can come from a textbook, article, lecture, movie, drama, and nearly any other content that students are to learn. Note taking material, such as pen or pencil and paper, may help students keep track of their ideas and discussion. However, notes are not completely necessary for the strategy because the main point of the strategy is to develop true discussions about the content.
    Implementation Plan
    TPS Introduced and Modeled to the Class
    ...
    use the think aloudthink-aloud method. It
    ...
    to explain the importance of
    The modeling should use a small portion of the text or topic that the students will be using. Because different content requires different thought processes, using the text that the students will use should help them understand the approach that should be taken when discussing and thinking about the text. Furthermore, whenever the strategy will be used on a different type of text, the teacher should demonstrate how to use the strategy. For example, when studying a play, the process may be different than when studying a poem.
    Most TPS sessions would benifit from a prompt. Even if the students are not required to follow the prompt, a prompt will help students that are not sure what to think about and discuss.
    The prompt given can be critical to the flow of the learning process. Therefore, care should be given to how the prompt is given. The prompt can focus on key concepts of academic content, open-ended questions to connect with the students’ lives, questions to emphasize academic skills, questions about a specific topic, or specific vocabulary words or concepts. Always use a prompt when breaking students into TPS pairs, even if the prompt is not too specific. However, often the goal of TPS may be to allow the students to be able to create their own questions.
    After the teacher walks the students through the whole process, with the think-aloud method, the class should break into pairs and begin using the strategy.
    ...
    cautions that orderordering students high
    Scaffolding
    The teacher should scaffold TPS by decreasing the amount of modeling and couching that xhe does. The first few times that the strategy is used the teacher should do a significant amount of modelling of questions and the thinking process. As the students become more familiar with the process, the teacher should limit the amount of modeling and contribution to the discussions during pairing and sharing.
    ...
    Though the strategy is not intended to be used alone, students can learn to think as if they were paired with a partner. This will allow them to use the strategy by themselves. However, the TPS strategy is still ideally used with pairs. Thus, students can use the strategy to study independently, but would benefit more from asking for help from another student. With sufficient scaffolding, the students should know how to start and finish the strategy. Furthermore, they will be able to recognize when it would be good to use the TPS strategy.
    Standards
    ...
    example, with both
    both
    of these
    EL.12.3.2 2006
    Analysis of Grade-Level-Appropriate Literary Text:
    ...
    support the claim.EL.12.3.3claim.
    EL.12.3.3
    2006
    Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
    In physics, this strategy is very helpful, especially with regard to physics in concert with other sciences and as physics interacts with the socio-political world. TPS is great in aiding students to understand the specific content of velocity, acceleration, force, momentum, charge, electricity, etc. As students come to understand the content of the science, they need to understand how the content of the science influences issues of the day. Some issues that come to mind are nuclear energy, global warming, alternative energy sources, fracking of oil sands, safety and durability of infrastructure (roads, bridges, airports, waterways and levies for flood control). The strategy is helpful because conversation (dialog) in the classroom is the same motif by which physicists testify before congress, which brings the science into dialog with issues of the day.
    (view changes)
    11:10 am
  5. page Think-Pair-Share edited ... The teacher should scaffold TPS by decreasing the amount of modeling and couching that xhe doe…
    ...
    The teacher should scaffold TPS by decreasing the amount of modeling and couching that xhe does. The first few times that the strategy is used the teacher should do a significant amount of modelling of questions and the thinking process. As the students become more familiar with the process, the teacher should limit the amount of modeling and contribution to the discussions during pairing and sharing.
    Individual and Independent Learning with TPS
    ...
    to study independently.independently, but would benefit more from asking for help from another student. With sufficient
    Standards
    ...
    standards. For example:example, with both of these standards, students can use the TPS strategy to discuss the literature and help each other analyze and evaluate the text and the different styles and forms that the authors use.
    EL.12.3.2 2006
    Analysis of Grade-Level-Appropriate Literary Text:
    ...
    support the claim.
    EL.12.3.3
    claim.EL.12.3.3 2006
    Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
    For both of these standards, students can use the TPS strategy to discuss the literature and help each other analyze and evaluate the text and the different styles and forms that the authors use.
    In
    In physics, this strategy is very helpful,
    ...
    which physicists testifyingtestify before congress,
    SC.P.1 2000 - Principles of Physics
    Students recognize the nature and scope of physics, including its relationship to other sciences and its ability to describe the natural world. Students learn how physics describes the natural world, using quantities such as velocity, acceleration, force, energy, momentum, and charge. Through experimentation and analysis, students develop skills that enable them to understand the physical environment. They learn to make predictions about natural phenomena by using physical laws to calculate or estimate these quantities. Students learn that this description of nature can be applied to diverse phenomena at scales ranging from the subatomic to the structure of the universe and include every day events. Students learn how the ideas they study in physics can be used in concert with the ideas of the other sciences. They also learn how physics can help to promote new technologies. Students will be able to communicate what they have learned orally, mathematically, using diagrams, and in writing.
    Assessing Learning with TPS
    One great aspect of the strategy is that it provides many importunities for teachers to monitor students' learning. The teacher can look at the notes of students or simply listen to the paired discussions and the class discussions. Because the strategy can be used in many situations, if the teacher feels the need to assess the students' understanding of a text, they can quickly break students into groups to TPS. The possibilities for informal assessment are many. However, using TPS to formally assess students may be more difficult and it may stifle the whole process.
    ...
    to a think aloudthink-aloud about the
    ...
    study. The think aloudthink-aloud would be
    ...
    students assess hirtheir own learning
    Reflections, Adaptations, and Modifications
    Other than having to keep the students on task, both S514 group members had positive and productive experiences with the TPS strategy.
    (view changes)
    10:56 am
  6. page Think-Pair-Share edited ... Other than having to keep the students on task, both S514 group members had positive and produ…
    ...
    Other than having to keep the students on task, both S514 group members had positive and productive experiences with the TPS strategy.
    Member 1's students were a fifth grade male and a seventh grade female, who are both good readers that have little trouble with many texts. The fifth grade student was actually very familiar with the strategy and claimed that they did it all the time in his class. The seventh grader did not know about the strategy. Because the seventh grater is doing a project on the Japanese internment camps in World War II, member 1 chose to use the preface of
    ...
    Okubo's Citizen 1313660, which is a personal account of a person that lived through the internment camp experience.
    Member 2 of the S-514 class taught a math lesson about translating English language into Math language. He used a chapter from Danica McKellar’s book, Math Doesn’t Suck, How to Survive Middle School Math without Losing Your Mind or Breaking a Nail. This is a chapter that is dedicated to developing the skill of translating math language into English language and vice versa. The importance of this lesson for middle grade students is that surviving word problems is essentially a process of being able to do this translation. Most of these students have successfully learned to manipulate numbers in basic patterns like addition, subtraction, multiplication, and division. But when it comes to word problems the skill needed is basically the ability to determine the process by which to manipulate the numbers related to the problem. That process is essentially a matter of being able to translate the English language of the problem into math language in order to set in place a process by which to manipulate the numbers.
    Member #2 duplicated this chapter from Danica McKellar’s book and gave a copy of it to each of the three members of his class. The class consisted of twin boys in the 8th grade and their cousin, a female high school sophomore. The lesson was conducted by the group reading the chapter as a group and the teacher breaking the learning process for Think Pair Share sessions.
    What Worked/Did Not Work
    ...
    for member #2’s1 and 2's class worked
    ...
    well. Since the threemember 1's student's are siblings and member 2's students are
    ...
    each other’s company very much the teachercompany, both teachers had to frequently monitor their staying on task.the student's on-task attention. This need
    ...
    from their learning
    The
    learning.
    Member 1 broke the TPS into a few parts. First, member 1 modeled how to do the TPS with himself by skimming the reading and talking through the process of deciphering the vocabulary. Then he asked the students to think about what they knew about the internment camps and to then discuss it wi
    Member 2's
    class being
    ...
    to her boy friend,boyfriend, “You do
    Modifications Made During Implementation
    The only modification that was made was that the teaching was conducted in a pair of 3 instead of 2. This did not seem to be a handicap for the learning atmosphere. Actually it seemed to enhance the conversation with the group as compared to earlier lessons the teacher has had with the two boys together.
    (view changes)
    8:43 am
  7. page Think-Pair-Share edited ... Teachers should provide guidance in how students are paired. In our previous wiki one suggesti…
    ...
    Teachers should provide guidance in how students are paired. In our previous wiki one suggestion was that teachers could order the class high to low and divide the class at the midpoint to have two ordered sets. Then students at the top of the first set were paired with the top of the second set. Robb cautions that order students high to low may set up a relationship whereby there is not mutual sharing and suggests that students might be better paired at about the same ability levels. The key is to make sure that each person in the pairs is an active participant in knowledge sharing whereby both can learn from the other (p. 268). What is not desired is for one to be active and the other to be a passive observer. The purpose of the strategy is for all students to be active in the conversation.
    Scaffolding
    ...
    and sharing.
    Individual and Independent Learning with TPS
    Though the strategy is not intended to be used alone, students can learn to think as if they were paired with a partner. This will allow them to use the strategy by themselves. However, the TPS strategy is still ideally used with pairs. Thus, students can use the strategy to study independently. With sufficient scaffolding, the students should know how to start and finish the strategy. Furthermore, they will be able to recognize when it would be good to use the TPS strategy.
    Standards
    ...
    used in possiblepossibly all content
    ...
    content areas.
    In physics
    Though there is not a standard in high school E/LA that directly involves teaching TPS, because of the strategy's adaptability and ease of use, it can apply to nearly all the standards. For example:
    EL.12.3.2 2006
    Analysis of Grade-Level-Appropriate Literary Text:
    Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
    EL.12.3.3 2006
    Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
    For both of these standards, students can use the TPS strategy to discuss the literature and help each other analyze and evaluate the text and the different styles and forms that the authors use.
    In physics,
    this strategy is particularly helpfulvery helpful, especially with
    ...
    socio-political world. This strategyTPS is very helpfulgreat in aiding
    ...
    testifying before congress bringcongress, which brings the science
    ...
    the day. .
    SC.P.1 2000 - Principles of Physics
    Students recognize the nature and scope of physics, including its relationship to other sciences and its ability to describe the natural world. Students learn how physics describes the natural world, using quantities such as velocity, acceleration, force, energy, momentum, and charge. Through experimentation and analysis, students develop skills that enable them to understand the physical environment. They learn to make predictions about natural phenomena by using physical laws to calculate or estimate these quantities. Students learn that this description of nature can be applied to diverse phenomena at scales ranging from the subatomic to the structure of the universe and include every day events. Students learn how the ideas they study in physics can be used in concert with the ideas of the other sciences. They also learn how physics can help to promote new technologies. Students will be able to communicate what they have learned orally, mathematically, using diagrams, and in writing.
    Assessing Learning with TPS
    One great aspect of the strategy is that it provides many importunities for teachers to monitor students' learning. The teacher can look at the notes of students or simply listen to the paired discussions and the class discussions. Because the strategy can be used in many situations, if the teacher feels the need to assess the students' understanding of a text, they can quickly break students into groups to TPS. The possibilities for informal assessment are many. However, using TPS to formally assess students may be more difficult and it may stifle the whole process.
    Students could also be given
    ...
    a home self assessingself-assessing or learning
    ...
    could break down hir learning process to talk out louda think aloud about the subject of study. That talkThe think aloud would be
    ...
    auditory exercise is somewhat self evaluating even if there is no person available with which to share. can help students assess hir own learning and comprehension of the text
    Reflections, Adaptations, and Modifications
    MemberOther than having to keep the students on task, both S514 group members had positive and productive experiences with the TPS strategy.
    Member 1's students were a fifth grade male and a seventh grade female, who are both good readers that have little trouble with many texts. The fifth grade student was actually very familiar with the strategy and claimed that they did it all the time in his class. The seventh grader did not know about the strategy. Because the seventh grater is doing a project on the Japanese internment camps in World War II, member 1 chose to use the preface of
    Miné Okubo's Citizen 13
    Member
    2 of
    ...
    order to serset in place
    Member #2 duplicated this chapter from Danica McKellar’s book and gave a copy of it to each of the three members of his class. The class consisted of twin boys in the 8th grade and their cousin, a female high school sophomore. The lesson was conducted by the group reading the chapter as a group and the teacher breaking the learning process for Think Pair Share sessions.
    What Worked/Did Not Work
    (view changes)
    8:14 am

Wednesday, March 14

  1. page Think-Pair-Share edited ... Teachers should provide guidance in how students are paired. In our previous wiki one suggesti…
    ...
    Teachers should provide guidance in how students are paired. In our previous wiki one suggestion was that teachers could order the class high to low and divide the class at the midpoint to have two ordered sets. Then students at the top of the first set were paired with the top of the second set. Robb cautions that order students high to low may set up a relationship whereby there is not mutual sharing and suggests that students might be better paired at about the same ability levels. The key is to make sure that each person in the pairs is an active participant in knowledge sharing whereby both can learn from the other (p. 268). What is not desired is for one to be active and the other to be a passive observer. The purpose of the strategy is for all students to be active in the conversation.
    Scaffolding
    The teacher should scaffold TPS by decreasing the amount of modeling and couching that xhe does. The first few times that the strategy is used the teacher should do a significant amount of modelling of questions and the thinking process. As the students become more familiar with the process, the teacher should limit the amount of modeling and contribution to the discussions during pairing and sharing.
    Individual and Independent Learning with TPS
    Though the strategy is not intended to be used alone, students can learn to think as if they were paired with a partner. This will allow them to use the strategy by themselves. However, the TPS strategy is still ideally used with pairs. Thus, students can use the strategy to study independently. With sufficient scaffolding, the students should know how to start and finish the strategy. Furthermore, they will be able to recognize when it would be good to use the TPS strategy.

    Standards
    As mentioned earlier, the TPS strategy is very flexible and can be used in possible all content areas and many topics within the content areas.
    In physics this strategy is particularly helpful especially with regard to physics in concert with other sciences and as physics interacts with the socio-political world. This strategy is very helpful in aiding students to understand the specific content of velocity, acceleration, force, momentum, charge, electricity, etc. As students come to understand the content of the science, they need to understand how the content of the science influences issues of the day. Some issues that come to mind are nuclear energy, global warming, alternative energy sources, fracking of oil sands, safety and durability of infrastructure (roads, bridges, airports, waterways and levies for flood control). The strategy is helpful because conversation (dialog) in the classroom is the same motif by which physicists testifying before congress bring the science into dialog with issues of the day. .
    SC.P.1 2000 - Principles of Physics
    (view changes)
    3:24 pm
  2. page Think-Pair-Share edited ... Reflections: Our reflection of the TPS strategy is that it is a powerful and useful reading …
    ...
    Reflections:
    Our reflection of the TPS strategy is that it is a powerful and useful reading and learning strategy. We believe this is so because it incorporates in one simple strategy the basic theory of this course. It involves hearing the language from reading or classroom presentations to be processed in the students’ thinking and connecting with personal knowledge, and then processed in each student’s personal language spoken to another person, and that language is heard and reflected upon. It should be used frequently but with careful preparation and structured accountability.
    Some TPS Websites
    The following websites contain information and ideas that can be useful when using the TPS strategy:
    http://olc.spsd.sk.ca/DE/PD/instr/strats/think/
    http://www.readingquest.org/strat/tps.html
    http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html
    References:
    References:
    McKellar, Danica. (2007). Math Dos’t Suck, How to Survive Middle School Math Without Losing Your Mind or Breaking a Nail. New York: Hudson Street Press
    McKellar, Danica. (2010). Hot Algebra Exposed. New York: Hudson Street Press.
    Robb, Laura. (2003). Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave Comprehension. New York: Scholastic Professional Books.
    Zwiers, Jeff. (2008). Building Academic Language, Essential Practices for Content Classroonms, Grades 5 – 12. San Francisco: A Wiley Imprint.
    Further Research
    The following websites contain information and ideas that can be useful when using the TPS strategy:
    http://olc.spsd.sk.ca/DE/PD/instr/strats/think/
    http://www.readingquest.org/strat/tps.html
    http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html

    (view changes)
    3:14 pm
  3. page Think-Pair-Share edited ... McKellar, Danica. (2010). Hot Algebra Exposed. New York: Hudson Street Press. Robb, Laura. (2…
    ...
    McKellar, Danica. (2010). Hot Algebra Exposed. New York: Hudson Street Press.
    Robb, Laura. (2003). Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave Comprehension. New York: Scholastic Professional Books.
    Zwiers, Jeff. 2008).(2008). Building Academic
    (view changes)
    3:13 pm

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