I’ve been thinking a lot lately about multiple means of engagement in the classroom and how we can support regulation, interests, identities, and a diverse range of backgrounds. One approach I’ve found really helpful is using explicit direct instruction as a way of making class more interactive, especially by incorporating classroom techniques like think pair share – with an important caveat.
Let’s zero in on the think pair share strategy for a moment. The idea is, the only time a student puts their hand up is if they have a question – not to provide an answer. Giving students the opportunity to rehearse is important. So I say, “Here’s the question, now share your thoughts with the person sitting next to you.” Then, I’ll draw a random name. That could be popping a stick out of a jar, or there are plenty of apps these days that can do the job.
One thing that’s made all the difference is how I respond to a student’s answer during think pair share. This can really make or break the activity. When a student shares, it’s key not to jump in and respond yourself, except maybe a simple “thank you” or “thanks for sharing.” The whole point of think pair share, for me as the teacher, is to gauge where the students are at, rather than evaluating each individual response.
I make it clear to the class: “The reason I’m asking this is so I know where you’re all at.” I’ll ask three students. Now, the interesting thing with think pair share is, maybe one student gives a fantastic, correct, elaborate answer – they’ll get the same response from me as the kid who says, “I don’t know.” Doesn’t matter. I’ll ask three students, and if two or three of them say, “I don’t know,” chances are the whole class doesn’t know. That’s my cue to reteach, and I make that process transparent.
The difference between a student responding and me just listening – not replying with my own evaluation – is that they feel comfortable, knowing they’re not being judged. I’m not going to stop if they get it right, or keep going if they get it wrong.
That’s really helped the classroom culture. It brings formative strategies back to their proper purpose: helping us, as teachers, make decisions during learning. This approach has really helped with emotional regulation in the class. I can raise the stakes beyond just sitting quietly at the back, but still provide a high degree of safety while doing it
The routine is always: ask the question first, give students the chance to rehearse their ideas with a partner, pick a random name, and listen without judgement. But really, I am listening intently, because the judgement I’m making is: did the class understand what I just took them through?