Group 5

Robby Z Z N

Anindya Iman S

Meilda Lestari

 

Think-Pair-Share

            Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material.

1.      Think: Students think independently about the question that has been posed, forming ideas of their own.

2.      Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.

3.      Share: Student pairs share their ideas with a larger group, such as the whole class.

Why use think-pair-share?

• It helps students to think individually about a topic or answer to a question.
• It teaches students to share ideas with classmates and builds oral communication skills.
• It helps focus attention and engage students in comprehending the reading material.

How to use think-pair-share

• Decide upon the text to be read and develop the set of questions or prompts that target key content concepts.
• Describe the purpose of the strategy and provide guidelines for discussions.
• Model the procedure to ensure that students understand how to use the strategy.
• Monitor and support students as they work through the following:
  
  T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
  
  P : (Pair) Each student should be paired with another student or a small group.
  
  S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.

SQ3R: Survey-Question-Read-Recite-Review

Background                      

SQ3R is a comprehension strategy that helps students think about the text they are reading while they're reading. Often categorized as a study strategy, SQ3R helps students "get it" the first time they read a text by teaching students how to read and think like an effective reader.

This strategy includes the following five steps (Robinson, 1946):

• Survey: Students review the text to gain initial meaning from the headings, bolded text, and charts.
• Question: Students begin to generate questions about their reading from previewing it.
• Read: As students read, they need to look for answers to the questions they formulated during their preview of the text. These questions, based on the structure of the text, help focus students' reading.
• Recite: As students move through the text they should recite or rehearse the answers to their questions and make notes about their answer for later studying.
• Review: After reading, students should review the text to answer lingering questions and recite the questions they previously answered.

Create and use the strategy

As with its sister strategy Question-Answer Relationship (QAR), SQ3R requires the teacher to model.

1. Explain to students that effective readers do many things while reading, including surveying, questioning, reading, reciting and reviewing.
2. Choose a content area passage to read and model the five SQ3R steps.
3. During each step, make sure to explain what you're doing and why you're doing it.
4. After your modeling session, invite students to independently read a selection and practice applying the SQ3R steps. This could be completed as an in-class or take-home assignment.
5. Afterwards ask students to review their notes and reflect on the process. Were they surprised by how much they remember by using the SQ3R method?
6. Students may not be "sold" on this strategy the first time they try it. Not all readings will be worth the time it takes to complete the SQ3R steps, so help students to understand not just how to apply it, but when to apply it.