Speaker
Abstract section 2: Contribution/research questions
This study addresses two questions: (1) How do passive presentations influence learner participation, particularly diverse learners, across all stages of Think-Pair-Share? (2) How might other instructors adapt passive presentations within their own teaching contexts? The study aims to explore how passive presentations can be utilized as a more inclusive and accessible alternative to, or in addition to, oral presentations and investigates the broader applicability of this strategy in supporting diverse learners’ active participation.
Abstract section 5: References
Cohen, M., Buzinski, S. G., Armstrong-Carter, E., Clark, J., Buck, B., & Reuman, L. (2019). Think, pair, freeze: The association between social anxiety and student discomfort in the active learning environment. Scholarship of Teaching and Learning in Psychology, 5(4), 265-277. https://doi.org/10.1037/stl0000157
Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the share of a think-pair-share: Emerging limitations, alternatives, and opportunities for research. CBE-Life Sciences Education, 20(1), 1-10. https://doi.org/10.1187/cbe.20-08-0200
Lyman, F. (1981). The responsive classroom discussion: Inclusion of all students. In A. S. Anderson (Ed.), Mainstreaming digest (pp. 109-113). University of Maryland, College of Education.
Ministry of Education, Culture, Sports, Science and Technology. (2023).
Basic plan for the promotion of education. https://www.mext.go.jp/en/policy/education/lawandplan/20240311-ope_dev03-1.pdf
Nelson, L. L. (2021). Design and deliver: Planning and teaching using universal design for learning. Paul H. Brookes Publishing Co.
Raba, A. A. A. (2017). The influence of think-pair-share (TPS) on improving students’ oral communication skills in EFL classrooms. Creative Education, 8, 12-23. https://doi.org/10.4236/ce.2017.81002
Abstract section 1: Relevance
MEXT (2023) calls for student-centered approaches that promote engagement and collaboration, while growing learner diversity has intensified the need to remove barriers to participation (JASSO, 2020). Although strategies such as Think-Pair-Share (Lyman, 1981) are widely used in language classrooms to promote participation (Raba, 2017), research suggests that the “share” phase can heighten affective barriers (Cooper, 2021; Cohen, 2019). By proposing “passive presentations” as a low-risk modification, this study offers a practical strategy, informed by Universal Design for Learning principles (Nelson, 2021), for making active learning more equitable in Japanese university language classrooms.
Abstract section 4: Outcomes/results
Observations indicate that passive presentations increased whole-class participation and reduced visible anxiety during information-sharing stages. Learners who were previously reluctant to speak during traditional sharing activities contributed consistently in the passive presentation format. The physical placement of whiteboards, which encouraged students to cluster naturally, facilitated smoother transitions to small-group learning and group formation, fostering collaboration and classroom community (Nelson, 2021). These findings suggest that passive presentations may be an effective strategy for promoting active and inclusive learning, particularly for learners facing affective or social barriers to participation.
Abstract section 3: Content/method
Passive presentations were implemented in Japanese university English classes using a structured Think-Pair-Share process: students generated ideas individually and in pairs, refined responses in groups, summarized ideas on whiteboards, and then stood and circulated to examine peers’ work in a gallery-walk format. After reviewing other groups’ work, learners were encouraged to revise their answers. Depending on the objective, whole-class sharing sometimes followed. Whiteboards were positioned strategically to promote natural group clustering, inclusion, and active participation.
| Title | Active and Inclusive Sharing with “Passive Presentations” |
|---|---|
| Teaching Context | College and university education |