Education professionals are continuously aiming to enhance teaching and learning strategies within the classroom. Co-operative Learning is one of the leading approaches well-known for its ability to fully engage pupils within the learning process. Think-Pair-Share (TPS) is a method within Co-operative Learning currently used within classrooms in Scotland today. TPS includes three components: time for thinking; time for sharing with a partner; and time for each pair to share back to a larger group (Carss, 2007). The use of TPS unites the cognitive and social aspects of learning, promoting the development of thinking and the construction of knowledge. Researchers have found that students’ learning is enhanced when they have many opportunities to elaborate on ideas through talk (Pressley 1992). TPS increases the kinds of personal communications that are necessary for pupils to internally process, organize, and retain ideas.
TPS clearly has many benefits within the classroom and I have chosen to explore exactly what impact this strategy would have in my own classes. This would allow me to find out what age groups this particular approach is most effective, and also the impact this has on their learning throughout the study.
The aim of this investigation was to explore the impact that Think-Pair-Share has on pupils in the classroom.