Co-operative learning is defined by Smith (1996) as “the instructional use of small groups so that students work together to maximise their own and each other’s learning”. A central component to cooperative learning is the teaching strategy of ‘think, pair, share’ (TPS) (Lyman, 1998). More specifically, TPS gets its name from the three stages of student action (Marzano & Pickering, 2005). It allows pupils the ability to process what has been taught in class, discuss with their peers and prepare feedback to the rest of the class (Kagan, 2009). As a result, this professional enquiry evaluated the effects of implementing ‘think, pair, share’ (TPS) in the classroom.
The purpose of this enquiry was to find out:
- Does the implementation of TPS increase pupils’ confidence and engagement in classroom tasks?
- Do the results differ when different partners are used for TPS?