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👋 Hi {{first name | reader…}} Jamie here!
In this edition of ⚗️DistillED, we’re focusing on Think–Pair–Share (TPS). TPS is everywhere in classrooms, but the evidence suggests that tiny tweaks in how we run it can make a big difference to memory, confidence, and participation – especially for quieter students.
📊 Quick Poll!
Before we dive in, I’d love to know how Think-Pair-Share currently works in your classroom. Your response helps shape future editions of ⚗️DistillED.
Which part of Think-Pair-Share tends to break down most in your classroom?
What is Think-Pair-Share?
Think–Pair–Share (TPS) is a structured talk routine designed to help every student process a question before a few students answer it out loud. Here’s the breakdown:
Think: Students silently consider a prompt or question on their own.
Pair: They turn to a designated partner to compare and refine ideas.
Share: Selected students share with the whole class or a larger group.
Below is a quick graphic to visualise the TPS process:
Frank T. Lyman Jr. is credited with developing Think–Pair–Share in the early 1980s. While working at the University of Maryland and contributing to the field of cooperative learning, Lyman introduced TPS as a simple, structured discussion routine that ensured every student had the opportunity to think before responding.
Crucially, TPS only really works when we slow down and give students space to think before they talk. This doesn’t mean “have a quick chat with the person next to you” or “turn and talk for 20 seconds while I set up the next slide”. Rather, it suggests a deliberate, three-phase routine where each step has a job:
The Purpose of THINK = Retrieval practice and sense-making
The Purpose of PAIR = Elaboration, rehearsal, and confidence-building
The Purpose of SHARE = Public explanation and feedback
This process is purposeful and ensures that everyone thinks, everyone prepares something (mentally or by writing it down) and some students are invited to speak.
“With Think-Pair-Share, what most people miss out on is the opportunity to retrieve things from memory.”
Crucially, this means everyone is more likely to learn. In a nutshell, effective TPS is all about establishing:
Thinking Time = Every student retrieves something from memory.
Rehearsal = Every student has space to check, refine, and expand ideas.
Participation = Every student is involved not just the usual suspects.
Routines = Every student is focused on learning, not activity mechanics.
So, why is TPS such a powerful strategy? Let’s unpick some research…
Why is Think-Pair-Share Effective?
Research shows that when teachers use TPS well, they are doing more than “getting kids talking” – they’re boosting memory, reducing anxiety, and widening the participation net. Simple right?
From a learning perspective, Dylan Wiliam argues that most teachers “skimp on the think.” (InnerDrive 2025). They jump straight to “turn to your partner”, missing the chance for students to retrieve information from long-term memory. When the THINK phase is protected (Wiliam suggests around 30 seconds as a useful benchmark), students are:
Pulling prior knowledge from long-term memory to mind
Organising knowledge into a coherent and accurate response
Preparing the vocabulary they’ll need to articulate an answer
Strengthening schema in long-term memory through effortful retrieval
This aligns with decades of retrieval-practice research (Agarwal et al., 2021): learning strengthens when students actively pull information from memory rather than re-read or listen passively. In short, thinking is the engine of learning — as Dan Willingham’s famous quote reminds us: “memory is the residue of thought” (Willingham 2010).
From a participation and inclusion perspective, the Mundelsee & Jurkowski (2021) field study with Year 9 students compared the following three conditions:
Condition 1: The teacher used Think–Pair–Share
Condition 2: The teacher used Think–Share
Condition 3: The used Share only
Significantly, the study found that only Condition 1: Think–Pair–Share (TPS) led to a notable increase in hand-raising and the lowest levels of anxiety. This suggests that the Year 9 students were more willing to participate and share their answers after engaging in a low-stakes TPS discussion first.
“Students in the TPS condition raised their hands significantly more often… and state anxiety was lowest in the Think–Pair–Share condition.”
In other words, quiet thinking alone isn’t enough. The pair phase—checking ideas with a peer and rehearsing wording—plays a crucial role in building confidence to turn private thinking into public participation.
This means we must take time to master the TPS routine. When TPS is embedded so that the THINK phase is protected and the PAIR and SHARE phases are well structured, you will begin to see:
Benefit 1: More students willing to contribute in class
Benefit 2: Richer answers (more elaboration, better vocabulary)
Benefit 3: Lower anxiety about answering in front of the class
Benefit 5: Stronger recall over time as questions resurface
However, it’s not all good news unfortunately! One frequently reported downside of TPS is that it can eat up valuable lesson time and drag on longer than intended. The solution is to embed TPS so the routine becomes fluent and automatic. Let’s explore how to make it run like clockwork.