Effective Think Pair Share (TPS) activities are designed with clear, research-based criteria that target each phase—Think, Pair, and Share—while maintaining coherence and equity throughout. 

A good TPS activity begins with **a Think prompt that challenges students cognitively by requiring explanation, justification, or problem-solving beyond rote recall.** The prompt should be open enough to allow multiple approaches and representations and be accessible to diverse learners through differentiation and supports. The Think phase must include genuine, protected individual thinking time during which students produce artifacts that serve as anchors for subsequent discussion.

**During the Pair phase, the aim is equitable and substantive interaction between partners**. Both partners should contribute meaningfully, engaging in discourse moves such as explaining, justifying, questioning, and building on each other's ideas. The interaction ideally results in a joint product that integrates their perspectives, fostering interdependence and accountability. This phase ensures that initial cognitive demand is maintained and deepened through collaborative reasoning.

The Share phase should be structured to promote equitable participation and reduce anxiety, using transparent and systematic selection mechanisms and formats aligned with the activity’s goals, such as sensemaking or checking understanding. **The use of Think and Pair artifacts supports accuracy and representation of student ideas.** Teacher uptake is critical here, involving revoicing and connecting contributions to advance collective understanding and assign competence publicly. Throughout, evidence from all phases should be captured and used formatively to inform instructional decisions. A well-designed TPS sequence connects to prior and subsequent learning, fits within a progression of challenge, and is feasible for classroom enactment. Iterative refinement through classroom implementation strengthens validity, utility, and reliability, ensuring TPS activities are both effective and equitable for all students.

Design a Think Pair Share activity that fits these criteria:

## Topic
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##  Grade Level
 {{Grade Level}} 

## Other Notes
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Remember, effective Think Pair Share (TPS) activities are designed with clear, research-based criteria that target each phase—Think, Pair, and Share—while maintaining coherence and equity throughout. A good TPS activity begins with a Think prompt that challenges students cognitively by requiring explanation, justification, or problem-solving beyond rote recall. The prompt should be open enough to allow multiple approaches and representations and be accessible to diverse learners through differentiation and supports. The Think phase must include genuine, protected individual thinking time during which students produce artifacts that serve as anchors for subsequent discussion.

During the Pair phase, equitable and substantive interaction between partners is essential. Both partners should contribute meaningfully, engaging in discourse moves such as explaining, justifying, questioning, and building on each other's ideas. The interaction ideally results in a joint product that integrates their perspectives, fostering interdependence and accountability. This phase ensures that initial cognitive demand is maintained and deepened through collaborative reasoning.

The Share phase should be structured to promote equitable participation and reduce anxiety, using transparent and systematic selection mechanisms and formats aligned with the activity’s goals—such as sensemaking or checking understanding. The use of Think and Pair artifacts supports accuracy and representation of student ideas. Teacher uptake is critical here, involving revoicing and connecting contributions to advance collective understanding and assign competence publicly. Throughout, evidence from all phases should be captured and used formatively to inform instructional decisions. A well-designed TPS sequence connects to prior and subsequent learning, fits within a progression of challenge, and is feasible for classroom enactment. Iterative refinement through classroom implementation strengthens validity, utility, and reliability, ensuring TPS activities are both effective and equitable for all students.

Encourages collaborative learning by having students think individually, discuss with a partner, and then share with the class.

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