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The teacher provokes students' thinking with a question, prompt, or observation. The students
should take a few moments (probably not minutes) just to think about the question.
Pair
Using designated partners, nearby neighbors, or a desk-mate, students pair up to talk about the
answer each has developed. They compare their mental or written notes and identify the answers
they think are best, most convincing, or most unique.
After students discuss their reasoning in pairs for a few moments (again, usually not minutes), the
teacher calls for pairs to share their thinking with the rest of the class. This can be done in roundShare robin fashion, calling on each pair randomly, or taking answers as they are called out (or as hands
are raised). Often, the teacher or a designated helper will record these responses on the board or on
an overhead projector.
For more information:
http://www.eht.k12.nj.us/~jonesj/Differentiated%20Instruction/Think-Pair-Share.htm
Example as used today:
During the assessment session, facilitators modeled this strategy when the MTLs were asked to address
the question, What have been some challenges to effective implementation of promoting discourse?
MTLs will read chapter 10 from the textbook, Discussion Using Math Talk and then debrief what they had
read with their partner. MTLs will analyze the task by addressing the questions, Whats the important
math? What do we expect to see on student work? and What are possible misconceptions? As the CLP
states on pages 24-26, it is important to engage effectively in a range of collaborative discussion (oneon-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on
others ideas and expressing their own clearly.
How might teachers use this strategy with their classes?
What is it?
The whip around is a useful instructional tool teachers can use to check for understanding in a group setting. While
the whip around may not provide individual, student-level information about understanding, it is useful in helping
teachers determine if they need to reteach content to the group. As such, the whip around is often used as a closure
activity at the end of a period of instruction.
The procedure is fairly simple. First, the teacher poses a question or task; typically, the students are asked to make
a list of at least three items. Students then individually respond on a scrap piece of paper. When they have done so,
students stand up. The teacher then randomly calls on a student to share one of his or her ideas from the paper.
Students check off any items that are said by another student and sit down when all of their ideas have been shared
with the group, whether or not they were the one to share them. The teacher continues to call on students until they
are all seated. As the teacher listens to the ideas or information shared by students, he or she can determine if there
is a general level of understanding or if there are gaps in students thinking.
http://itsacademictutoring.com/content/index.php?option=com_content&task=view&id=2215&Itemid=28
http://www.resourceroom.net/comprehension/examplesnon.asp
Barton, M.L. & Heidema, C. (2002). Teaching Reading in Mathematics. ASCD, McRel Publications.
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),
is supported with funding from the National Science Foundation