Description: Ask students a question that requires higher order thinking (e.g., application, analysis, or evaluation levels within Bloom’s taxonomy). Ask students to think or write about an answer for one minute, then turn to a peer to discuss their responses for two minutes. Ask groups to share responses and follow up with instructor explanation if needed.
Benefits: By allowing students time to write first, they are able to initiate their own thinking before hearing someone else. By asking students to explain their answer to a neighbor and to critically consider their neighbor’s responses, this approach helps students articulate newly formed mental connections.
Examples:
