16 Variations on Think-Pair-Share to Keep Students Engaged

Lemon Oreos, Doctor Who Monopoly, and Firefighter Barbie all show how timeless ideas can inspire creative adaptations. Similarly, Think-Pair-Share (TPS), a collaborative problem-solving model developed in the early 1980s by Professor Frank T. Lyman Jr. and educator Arlene Mindus, is an enduring classroom activity that has spawned many iterations. 

Perhaps TPS’s longevity stems from its effectiveness in increasing in-class participation, reinforcing key concepts, aiding in recall of information, developing the communication skills of English as a Foreign Language (EFL) students, and giving voice to quieter students who might hesitate to contribute their thoughts in a larger group. Or maybe it stems from how easy it is to execute the three-step sequence: 

1. Think: The teacher presents an open-ended question, encouraging students to reflect and jot down answers for two or three minutes. 
2. Pair: Then students team up with a partner to discuss and enhance their answers. 
3. Share: Finally, the two-person teams present insights from their discussion to the rest of the class.

To keep students on track, the instructor cues students when to switch from one step to the next.

But even the most engaging learning strategies can become boring for students if they’re overused, so teachers might want to try some of these 16 variations on TPS, arranged by different learning priorities: collaborative exploration of ideas, visualization of ideas, presentation and defense of a position, and evaluation and application of ideas. Each TPS version starts with individual students writing their thoughts and concludes with groups communicating their findings to the entire class.

Collaborative Exploration

These models offer diverse peer interactions to support the refinement of ideas.

1. Silent Think-Pair-Share substitutes writing for discussion and appeals to introverted students.

During the pair sequence, the two learners “exchange written notes instead of verbalizing their ideas.” Then they share conclusions aloud to the class. This can encourage the full participation of a rowdy or shy class. Example: A history teacher can direct students to silently annotate each other’s perspectives on the causes of the Boston Tea Party. 

2. Think-Pair-Write-Share promotes collaborative writing.

After pairing and exchanging notes, two-person teams summarize their conclusions with collaborative writing before sharing their compositions with the class. Example: During elementary math, pairs can jointly write a step-by-step explanation of how they solved a story problem.

3. Think-Pair-Rotate-Share deepens ideas through multiple discussions.

In the rotate stage, each student links up with a new partner, which thereby facilitates a broader exchange of ideas before the final share-out. This approach helps kids diversify and deepen their thinking. Examples include exploring the causes of global warming or making predictions about what happens next to a novel’s protagonist.

4. Think-Pair-Share-All extends pair discussions into group exchanges, fostering a broader understanding of an issue.

After solo thinking time, two-person teams identify common ideas and then form into groups of six. Within each hexad, participants share ideas produced during the pair stage and have all the group members identify themes, or select the best ideas, to present to the class. The approach develops teamwork and communication skills through consensus-building and synthesizing. Example: During English language arts class, students can compare interpretations of character motivations during the pair stage and then form small groups to identify and refine the most compelling motivations to share with the class. 

5. Think-Pair-T-Chart Compare fosters deep evaluation of viewpoints.

After discussing a question in pairs, learners compare and tally their ideas with another student duo using a T-chart. This approach encourages kids to systematically organize and compare ideas. Examples: evaluating the pros and cons of social media usage in health class or comparing personal study strategies during Advancement Via Individual Determination (AVID).

6. Think-Pair-Switch-Switch-Switch broadens perspectives through conversations with multiple partners.

Participants repeat short pair conversations with four different partners before sharing results with the class. This strategy encourages iterative thinking. Examples: Middle school science students can identify and build on solutions for reducing marine debris in the Pacific Ocean, and social studies students can develop solutions for addressing instability in the Middle East.

7. Mingle-Pair-Share, invented by Elizabeth Mulvahill, helps learners process multiple questions.

Students mingle around the room to music; when the music pauses, they share responses with a nearby classmate. The process repeats with different pairs answering a new question during each round. Example: When students are fatigued on an exam prep day, music and movement quickly energize the room. 

Visualization

The strategies below involve visualizing through sketching by hand, using technology, and creating posters in order to develop critical thinking.

8. Think-Pair-Draw encourages visualizing ideas.

Two-person teams sketch out their ideas on poster paper before presenting their work to the class. Example: Students can draw and label parts of a triangle to reinforce geometric vocabulary or create a visual timeline of events from Toni Morrison’s nonlinear masterpiece Beloved to enhance plot comprehension and retention.

9. Think-Pair-Digitize engages learners to use technology to create an infographic.

After discussing their ideas, each two-person team creates an infographic that illustrates their ideas using Canva, Piktochart, Visme, or other software. Use this approach to foster creativity and digital literacy while helping students visually communicate complex ideas. Example: Students can compare the structures of plant and animal cells.

10. Think-Pair-Post employs structured feedback that incorporates written reflection and visualization.

Following the first two phases, paired students write and illustrate their ideas on posters displayed around the room. Peers offer feedback on sticky notes they attach to each poster. This approach encourages peer feedback and develops revision skills. Examples: Students can create bar graphs, Harlem Renaissance posters, or body biographies. 

Presentation and Defense

The first two groups of variations enhance presentation skills, while this group and the next engage learners in defending their positions.

11. Think-Pair-Present helps students closely examine and interpret visual or textual material.

Students work in pairs to analyze or interpret a document, then prepare a brief written product to share with the class. Whether they produce a one-sentence summary or draw a conclusion from the document, students learn how to distill complex information into a concise explanation and develop public speaking skills. 

12. Think-Pair-Teach helps students internalize information by teaching others.

After individual think time, pairs review their main points. During the teach phase, one student presents the main points to the class and the other adds supporting details, following this sequence: (1) opening statement (providing the overall conclusion), (2) explanation of reasoning, (3) evidence and/or examples, and (4) final key takeaways. Examples: To reinforce procedural understanding in science class, one student can write the steps for balancing chemical equations on a document camera while the other explains a worked example displayed on a poster. And to help learners internalize proper form in physical education, assign one student to demonstrate the plank technique while the other describes how to engage the core and avoid common mistakes.

13. Think-Pair-Defend strengthens argumentation skills.

During the think phase, learners craft a claim. They discuss their argument with a partner who challenges their reasoning, ensuring that it’s based on sound logic and evidence. Next, students defend their position against the scrutiny of a small group of peers. Example: To evaluate historical decisions and develop perspective-taking skills, one student can argue why the American colonies were justified in declaring independence, while their partner offers counterarguments from the point of view of Great Britain’s King George III.

14. Think-Pair-Debate fosters critical thinking when exploring a two-sided issue.

After the teacher assigns each learner a specific stance (pro or con) to consider individually, pro students are paired with con students to argue for their position and strengthen their defense. Finally, pairs join up with another team. In this new foursome, each position has two defenders who (1) make opening statements, (2) offer rebuttals, (3) exchange feedback, and (4) make closing statements. This model emphasizes collaboration, in contrast to the competition of a formal debate. Example: During a literature discussion, students can defend whether or not a protagonist’s actions were justified, with partners helping refine their arguments through constructive challenges.

Evaluation and Application

These models advance higher-order thinking skills.

15. Rank-Pair-Share directs learners to evaluate alternatives.

Students individually rank a list of options using a specific lens (e.g., sequence environmental issues by potential for harm, from most to least), then revise the list with a peer. Whether students are ranking the best stretching exercises for sport-specific injury prevention or the top literary themes in Macbeth, this model helps them think critically by actively prioritizing and defending their rankings. 

16. Think-Pair-Apply facilitates the practical application of ideas.

During the pair phase, students solve a specific problem or complete a hands-on task in order to draw on core concepts and connect academic concepts to real-world challenges. Examples: planning a mini-ecosystem terrarium based on sustainability principles, crafting an alternative ending to Of Mice and Men by referencing the novel’s narrative structure, or presenting a better U.S. response to the initial outbreak of Covid-19 based on scientific evidence.

I’ve noticed that when students share their results with the whole class, many classmates lose focus. To keep engagement high during this last phase, educators Kate Jones and Dylan Wiliam offer a solution: “Add. Build. Challenge.” This ABC technique prompts the class to listen with three questions in mind: “Is there anything else that could be added? Can you build on that answer? Does anyone want to challenge the answer, for example, by providing an alternative response?”

One last tip: Launch Think-Pair-Share or any of these variations with a question that doesn’t scan like something pulled from a dry workbook. Your question should feel electric—sparking curiosity and lively dialogue. If you’re excited to hear what students will say, you’ve chosen well.