Helen Doyle

Primary Teacher

St. Bartholowmew's Primary

  • Cooperative Learning

Using ‘Think, Pair, Share’ in the Classroom


Assessment is for Learning (AifL) has become a fundamental part of teaching and learning, in education. Summative and formative assessment are both deemed significant means of assessing progression in pupils learning and bridging gaps in their education (Pollard, 2008). The purpose of this enquiry was to observe and analyse whether the introduction of the formative assessment strategy ‘Think, Pair, Share’ (TPS) could have an impact on the teaching and learning of pupils in a classroom setting and to engage pupils in order to increase participation in class lessons. TPS is a collaborative approach which requires pupils to think individually about a topic or question before sharing their ideas with their peers. This approach can build on pupils’ oral communication skills and can promoting higher levels of thinking among pupils. TPS has been seen to maximise participation and build confidence in children who are often reluctant to participate. Thus, TPS would give insight into whether this formative assessment strategy could effectively engage all learners in a class setting and increase attainment. It was hoped that TPS could have an impact on the overall learning experiences of the class. Engaging in this type of collaborative learning can have many benefits for children in their learning environment (Lujan & DiCarlo, 2006; Cortright et al., 2005; Goodwin, 2005; Reinhart, 2000). Research has shown that there is an effective increase in discussion and an improvement on the quality of pupil responses (Rowe, 1972). Through classroom observations, this enquiry will examine whether this type of assessment is in fact an effective way of learning for pupil progression.


The enquiry aims to investigate whether or not using TPS has an effect on pupil’s learning and also to observe and record the impact that ‘think, pair, share’ has on engagement within a class lesson. It is hoped that through implementing TPS within the classroom, this will, in turn, increase pupil participation overall within lessons and allow them to adsorb more from lessons when it is implemented.

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