Our practitioner enquiry interrogated the statement “Using Think, Pair, Share in the Classroom”. Through our initial discussions we determined that this intervention would be useful to all of us, but we each had different ‘problems’ that we wanted to address. The use of a statement as opposed to a direct question gave us the flexibility to investigate the use of ‘Think, Pair, Share’ in a range of ways. Each of the enquiries were rigorously structured to ensure the data collected was robust. Data was collected through questionnaires prior to and following the intervention, teacher observation of participation, and analysis of work the pupils completed prior to and following the intervention.

Overall, the findings of the interventions showed an increase in student participation. Teacher observations showed that during ‘Think, Pair, Share’ more meaningful learning conversations were taking place between pupils and engagement increased. This was particularly effective for those children who often require additional support. However, it was also noted that careful planning of pairings was necessary to ensure pupils stayed on track. All studies also found that more children put their hands up to offer answers following the intervention. This was observed across all lessons, not only during lessons when ‘Think, Pair, Share’ was being used. All enquiries found that there was an overall improvement of the work completed by pupils following the intervention. The social and conversational nature of ‘Think, Pair, Share’ enhanced the work produced and the children provided work that was richer in detail.

It is important that learners see the relevance of what is being asked of them, and in most of the studies the children did not link the use of ‘Think, Pair, Share’ to an improvement in their learning; although improvements were observed in every study. Going forward, we have agreed that linking the learners progress back to the use of ‘Think, Pair, Share’ is vital to help them see the value in its use. This enquiry has encouraged us to continue to probe our practice and implement slight changes to our everyday teaching that can ignite participation, build confidence, and lead to improved outcomes for all.