Think, Pair, Share (TPS) is a co-operative learning and formative assessment strategy that can have numerous benefits for pupils’ learning and progression (Laveault and Allal, 2016). TPS provides children with additional time to think which should improve the quality of their responses (Mahmoud, 2013), whilst also promoting involvement in discussion and engaging pupils (Lange, Costley, and Seung, 2016). Formative assessment strategies such as TPS can help pupils develop a deeper understanding of what is required of them, increase their capability of assessing their work and help them to identify when they have been successful (Harris and Brown, 2013). Formative assessment has been shown to have positive effects on attainment and achievement, especially for low achievers, providing a strong imperative to introduce formative assessment strategies, including TPS into the classroom (Black and Wiliam, 1998).
In North Lanarkshire, Number Talks is just one initiative in place that aims to close the attainment gap.
- To determine whether incorporating TPS has an effect on pupil confidence during Number Talks
- To determine whether different partners during TPS have an impact on pupil confidence during Number Talks