Children in primary schools are likely to be seated in groups to encourage both social and academic interaction. However, this does not necessarily mean they work together. The concept of Think, Pair, Share was chosen as my group had found that throughout all of our classes we had some children who were continuously unwilling to share their ideas and responses in the classroom.
There has been extensive research into Co-operative Learning to show it has many benefits for all learners (Goodwin, 1995); (Cortright et al, 2005); (Lujan and DiCarlo, 2005) . Think, Pair, Share (TPS) is a Co-operative Learning strategy designed for pupils to reflect on a subject before voicing their thoughts. Its purpose is for the child to think about and clarify their own responses and mentally rehearse how to communicate them to others (Holcomb, 2001).TPS has been shown to get students more involved in class discussion and improve on the quality of their answers (Rowe, 1974). Additionally, Think, Pair, Share builds on improving children’s self-esteem which is tied to their confidence (Goodwin, 1999).
The aims of this enquiry were to investigate:
- The impact of Think Pair Share on children’s learning in my class.
- The impact of Think Pair Share on children’s confidence to speak out within the classroom.
- Does the impact of this enquiry support or challenge the use of Think Pair Share in the classroom?