Hannah O’Keane

Primary Teacher

Christ the King Primary

  • Cooperative Learning

Using ‘Think, Pair, Share’ in the Classroom

Rationale

Communication is an essential skill in life. It has often been discussed whether or not effective communication within the class would promote better learning (Lyman, 1981). As suggested by Millis (2012), Think, Pair, Share offers students the opportunity to speak aloud in front of their class. This allows students to engage in a great deal of interaction, while also reflecting on their own and other’s ideas, in a very active way. It is thought that Think, Pair, Share and group activities encourage shy students become less stressed and more sociable (Tanni & Raba, 2015).

Within my class, there is a positive learning environment where students generally feel free to express their views and opinions. When students are able to express themselves, it fosters a communicative and trusting relationship between teacher and student. However, within the class, there are a few students who find it very difficult to speak aloud to the class. It is unclear whether or not this is due to fear of public speaking, fear of getting answers wrong, or other underlying reasons. Nonetheless, it is essential to take measures and put in place interventions to encourage these students to embrace speaking in front of their peers(Tanni & Raba, 2015).

Aims

  • Firstly, the aim was to discover whether or not Think, Pair, Share made the stress of speaking out in class less burdensome for my students who find speaking out challenging. I was also interested to see if the use of Think, Pair, Share would allow all students to have an equal platform; not just those who feel confident sharing ideas.
  • Secondly, I wanted to assess whether or not Think, Pair, Share helped guide students to achieve their success criteria.
Download Practitioner Enquiry