AN EDUCATIONAL CUP OF TEA

Aren’t They the Same Thing?

The simple answer is: no. While both are crucial cooperative learning strategies, ‘Turn and Talk’ and ‘Think-Pair-Share’ serve very different purposes. ‘Turn and Talk’ is a brief, low-stakes, and informal processing tool. The goal is rapid-fire, immediate verbal processing. It’s about reacting, not deep analysis. ‘Think-Pair-Share’ is a structured, multi-step, and formal process designed for deeper thinking. The goal is for students to independently form a quality response to a higher-level question and then rehearse it in a safe setting.

I get how easily the two strategies are confused for each other. They both involve students pairing off and talking. However, our district is focusing on ‘Think-Pair-Share’ as a key component in our Instructional Strategies Playbook and not ‘Turn and Talk’ because there is a difference. The difference matters especially when it comes to how you are choosing to engage students. Understanding when and how to use each protocol intentionally can be the difference between a noisy room and a room full of genuine, equitable engagement.

For Quick Processing & Building Energy

Protocol for a ‘Turn and Talk’:

• Prompt: The teacher poses a simple, low-DOK (Depth of Knowledge) question.
• Turn: Students immediately turn to a pre-arranged partner (shoulder partner, clock partners, etc.).
• Talk: Both students talk, often at the same time, in an unstructured, conversational way. There’s no mandated “think time.”
• Time: Very short, typically 30-60 seconds. I’ve even heard some educators say this should be 10 or less seconds. It really is meant to be super quick.
• Share-Out: Optional. The teacher might say, “I heard some great conversations!” and move on, or ask just 1-2 students to share what they heard. The primary goal is the partner talk itself.

‘Turn and Talks’ are a great way to help chunk information. They also give the brain a moment to rest from absorbing information and processing a bit of it. This is also a great strategy for students who are more hesitant to speak up in class. It breaks the silence and gets them talking to just one person, which is far less intimidating than the whole class. It’s about building social comfort and making participation the norm.

For Deep Thinking & Rehearsing Ideas

Protocol for a ‘Think-Pair-Share’:

• THINK (The ‘Silent’ Step): This is the most critical and often-skipped step. The teacher poses a higher-DOK question.
• Mandatory Silent Time: The teacher then mandates 30-60 seconds of silent, independent “think time.” This is non-negotiable. Students can jot notes, reflect, or organize their thoughts.
• PAIR: Students turn to their partner. The teacher should structure this, e.g., “Partner A, you have 1 minute to share your thought. Partner B, you will listen and then ask one clarifying question.” Then, they switch.
• SHARE (The ‘Public’ Step): The teacher intentionally calls on 3-5 groups to share their (now well-rehearsed) ideas with the whole class. This step is the key payoff of the strategy.

Actually, I love this strategy with adult learners as well. I build it into all my professional learning sessions. With both students and adults, timers are key when running a protocol for ‘Think-Pair-Share.’ I like to embed them in a presentation or put them up on the screen. Then, of course, using a call back is important to bring everyone back together and keep moving through the protocol without losing time.

While both are valuable, the two strategies are not interchangeable. The difference isn’t just semantics; it’s about our intent. This week, I challenge you to look at your lesson plans. Find one place where you would normally do a ‘Turn and Talk’ and see if it’s really an opportunity for a ‘Think-Pair-Share.’ Give your students the gift of silent ‘Think’ time, and then listen for the new voices you start to hear. You might be surprised by the wisdom they’ve been waiting to share.