The aim of this enquiry was to introduce the concept of Think-Pair-Share and observe the impact it had on learning and teaching. Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question. This technique requires students to think individually about a topic or answer to a question and share ideas with classmates. Cooperative learning has been extensively studied and has been shown to have many benefits for learners (Lujan & DiCarlo, 2006); (Cortright et al., 2005); (Goodwin, 2005); (Reinhart, 2000). Also, using think-pair-share inherently increases wait time after students are posed with a question or task (McTighe & Lyman, 1988). This allows more time for students to think, and has been shown to get more students involved in discussion and improve the quality of student responses (Rowe, 1972).
The purpose of this enquiry was to find out:
- What impact will Think-Pair-Share have on my class?
- To what extent does confidence enable a child to answer out in class?
- Does the evidence from my enquiry support or challenge the use of ‘Think-Pair-Share’?