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USING THINKPAIRSHARE TECHNIQUE TO IMPROVE STUDENTS WRITING SKILL IN DESCRIPTIVE TEXT (A Classroom Action Research at VIII A Grade Students of MT's Darussalam Gemini Surah Bating in the Academic Year

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How to fill out using think-pair-share technique to

01

Begin by presenting a topic or question that requires critical thinking or problem solving.

02

Ask individuals to think silently about the topic or question for a few minutes.

03

Pair up participants to discuss their thoughts with each other.

04

Encourage pairs to share their insights with the larger group.

05

Facilitate a group discussion to further explore different perspectives on the topic.

Who needs using think-pair-share technique to?

01

Educators looking to promote active learning and critical thinking skills among students.

02

Team leaders seeking to encourage collaboration and idea sharing among team members.

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Participants in workshops or training sessions aiming to deepen understanding of a particular subject.

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What is using think-pair-share technique to?

Think-pair-share technique is used to encourage active participation, collaboration, and discussion among students in a classroom setting.

Who is required to file using think-pair-share technique to?

Teachers or instructors who want to promote student engagement and critical thinking skills can use the think-pair-share technique.

How to fill out using think-pair-share technique to?

To use the think-pair-share technique, teachers can start by posing a question or topic for discussion, then having students think about it individually, pair up with a classmate to share their thoughts, and finally share with the whole class.

What is the purpose of using think-pair-share technique to?

The purpose of using think-pair-share technique is to enhance student learning, improve communication skills, and foster collaboration among classmates.

What information must be reported on using think-pair-share technique to?

Teachers do not need to report anything when using the think-pair-share technique, as it is a teaching strategy rather than a formal assessment or reporting tool.

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