5.2 Notes: The value of active learning and classroom design [± 80 minutes]

2.2.8 Think-pair-share

The name “think-pair-share” refers to the three main steps involved in this active learning technique. Following a question posed by the teacher, students complete the sequence of steps shown in Figure 3.

Figure 3: The steps involved in a think-pair-share exercise. (Adapted from: Millis, 1990)

When encouraging students to share their responses with the rest of the class, it is common for teachers to ask students to select one speaker from their pair (or group) to share a synthesized response (Millis, 1990). This gives students practice synthesizing information as well as presenting. 

Think-pair-share activities are easy to implement in almost any classroom setting and in any discipline, and are effective at engaging all students, as all students are required to think and to vocalize their ideas. By talking with a peer before presenting an answer to the class, students can refine their understanding of a concept and gain confidence in their answers. 

2.2.9 Role plays

Through role plays, students take on and act out roles in a case-based scenario. The content in this scenario should be relevant to the lesson or course content, and may be used to make sense of complex concepts (Sogunro, 2004). Role plays can help students achieve various learning outcomes across Bloom’s cognitive, affective, and psychomotor domains (Rao & Stupans, 2012). Through role plays, students might – for example – practice skills such as negotiation or patient care, take on the role of another person to understand their point of view, or act out a scientific process (Rao & Stupans, 2012).

Teachers should decide which type of role playing is best suited to their learning context and the learning outcomes they would like students to achieve. Among the questions that an instructor might consider are:

• What is the purpose of the role play?

• Will it be assessed? If so, will this assessment be formative or summative?

• Is a demonstration necessary?

• How will the role plays be set up? (With props? group allocations? rotations?)

• How will feedback be provided?

(Rao & Stupans, 2012)

Teachers should be aware that role plays can be demanding and time consuming. They require extensive planning to ensure effective execution. Students also need to be debriefed after the exercises to guarantee alignment with the intended aims of the role plays. This debriefing also provides an opportunity for students to reflect on how valuable they found the exercise. That said, role plays can be highly-effective teaching tools. For example, it may be valuable for law students to conduct mock trials (a form of role play) to gain experience with preparing for and participating in a trial.