Sustainicum Collection

Consus The aim of the project is to establish a regional science-society network for sustainability innovations in Albania and Kosovo in order to strengthen the connection and collaboration of institutions in the field of higher education, research and practice.

Resource facts

  • Less than 5 students
  • Up to 3 lecture units
  • Internet connection necessary
  • English, German

Resource Description

Additional attachments

Think – Pair – Share(Resource ID: 25)

Using this method, different topics are worked out cooperatively by learners who individually reflect on a topic or issue, then discuss it in pairs, and finally present together.

This method can be integrated easily and spontaneously without much preparation time in the classroom. It can be used regardless of subject matter and is suitable for all work such as secondary review of a topic, the elaboration of a new text or the collection of prior knowledge. The teacher plays the role of the time moderator. Depending on group size and available time there are three or four steps:

  1. Think: Students reflect on a topic, a task, a problem on their own and take notes.
  2. Pair: Notes are compared, discussed and combined into one set of notes.
  3. Square: Depending on group size, it is possible to merge two groups of two to a group of four before the results presentation to the whole group takes place.
  4. Share: The working group present their results.

Whether the groups in step 2 or 3 prepare a media presentation (flipchart, posters, overhead, PPT or similar) is up to the teacher. It certainly depends on how this method will be embedded in the classroom.

Didactical Description of the Method

The multiple repetition of content intensifies the learning experience, creating a higher level of sustainability in the learning process. Learners can repeat the learning content due to this method several times and using different senses. Through the writing process the kinaesthetic learning type is addressed, through the visual impression the visual, and through listening the auditory learner is addressed. As a topic is first developed individually, then in pairs or in groups, also passive students are encouraged to participate, as they are – since the group results are presented – not vulnerable in their own personality. Due to the cooperative working process, participants will improve their interpersonal skills, the ability to conduct teamwork and to give and receive criticism. The work can be based on, for example, an article, an issue or a problem.

Necessary Material

If a final media presentation is intended, the necessary materials will be provided (transparent poly pockets, pens, flipchart paper, pens, chalk, PPT etc.).

Type of teaching method
  • Brain storming
  • Discussion / debate
  • Reflection
Related Teaching Resources
No specific previous knowledge / related resources required
Topics of sustainability
Not tied to any specific content.
Strengths of the method
The students acquire a high level of expertise through mutual exchange. Students learn to interact with each other and to accept the opinion of the opponent. The students learn to use their own opinion in a persuasive way in order to convince the other person of one's own opinion.
Assessment / evaluation
The evaluation is based on the groups’ results. Depending on whether a media presentation is intended or not, it can be used as the basis of the assessment. The assessment can be done by the teacher or other students.
Funded by
Funded by the Austrian Federal Ministry of Science and Research within the framework of the call "Projekt MINT-Massenfächer" (2011/12)

Comments Write Comment


MMag. Dr. Elke Lackner


Lackner Elke
This teaching resource is allocated to following University:
KFUG - Karl-Franzens-University Graz


Creative Commons

Type of teaching method

  • Brain storming
  • Discussion / debate
  • Reflection