Think-Ink-Pair-Share

The Think-Ink-Pair-Share activity is an excellent prior knowledge activity that helps students to focus their thoughts on specific topic. Students are given a question or topic and are asked to first think about what they know, then record their ideas down, pair up with someone to share what they wrote. The final stage is a large group discussion.

 

Implementation

Determine what prompt or question you want to give to students. Be sure that it is carefully worded so as to elicit the desired kinds of responses. Sample prompts:

DESCRIBE:

• In what way is _____related to _____?
• How does _____affect _____?
• What do you think causes _____?
• What are the strengths and weaknesses of _____?
• Describe the topic of the lecture and how it fits into the structure of the course.
• Describe the main points of the lecture--the overall structure.
• Describe the major components, dimensions, or characteristics of each topic.
• Describe the categories that cut across the topics.
• If possible, create an outline, chart, matrix, or concept map to show the overall structure.
• What do I still not understand about _____?

EXPLAIN:

• How are _____and _____alike?
• What is the main idea of _____?
• What do you think would happen if _____?
• How does _____tie in with what we have learned before?
• Which one is best and why?
• What are some possible solutions for the problem of _____?
• Do you agree or disagree with this statement: _____? Support your answer.
• How are things related? Why are they that way? When did they come to be?
• Explain the functions of the _____.
• Explain the cause-effect relationships of the _____. How does _____affect _____.?
• Explain the framework or context or conditions in which _____happens or happened.
• Explain in terms of something you already know. Use an example from your own life.

COMPARE/ CONTRAST

• Compare _____and _____with regard to _____.
• Within the topic, or category how are _____and _____similar? What are the differences?
• Between each topic or category, how are _____and _____similar? What are the differences?
• Across all topics or categories, how are _____and _____similar? What are the differences?
• Compared to information I already know, how are _____and _____similar? How is this different from what I have already learned?
• Make relevant analogies or metaphors (This is like _____. This reminds me of _____.)

CHOOSE EXAMPLES:

• Identify main examples, (from lecture, text, or create your own)
• Identify the major parts of the definition or principle.
• Identify major parts of the example or application.
• Match the major parts of the definition to the major parts of the example.

1. Present this prompt to the class.
2. Students then briefly think silently about the prompt.
3. Instruct students write down their thoughts.
4. Ask them to pair up with another person and share their responses.
5. Ask students in the small groups to share their responses with the class. Record the comments.

 

Classroom Management

Circulate throughout the room to make sure each individual is contributing equally to their pair’s discussion.

 

Interdisciplinary Connections

Science – Use this technique to assess what students know about the different atmospheric layers.

English – Use this technique to assess what students know about the elements of a persuasive essay.

History – Use this technique to assess what students know about the events leading up to WWII.

 

Differentiation

After implementing the activity and moving forward with your lesson, ask students to write a brief commentary as to whether or not their answer to the original prompt has changed.

 

Variations

As a prior knowledge activity, this organizer serves a tool to gauge what students already know about a topic. It helps also to assess the social climate of the classroom. The information collected from this activity helps you to make appropriate adjustments to your instructional plan.

 

 

Preparation time: 10 / Delivery time: 30