Education professionals are continuously aiming to enhance teaching and learning strategies within the classroom. Florian and Kreshner (2009), identify that teachers are expected to make pedagogical choices to enable participation for all children. Additionally, the General Teaching Council of Scotland (GTCS, 2014) highlight the importance of developing ‘creative and imaginative strategies’ that teachers must implement in order to gain full registration to teach. Co-operative learning has been one of the main approaches well-known for its ability to fully engage pupils within their learning. Think-Pair-Share (TPS) is a Co-operative learning strategy that encourages individual participation and is applicable across all grade levels and class sizes. 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. In order for this assessment strategy to work effectively there are three distinct components that need to be adhered too;
- Think- Students think independently about the question that has been prompted, developing their own ideas.
- Pair- students are then grouped in pairs to discuss their thoughts. This section allows both pupils to articulate their own ideas, potentially learning from one another.
- Share- Whole class discussion takes place, where the paired students’ idea will be outlined to the class. (Carss, 2007)
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. Specifically, this enquiry is going to explore the impact this assessment strategy could have on pupil’s confidence, engagement and learning within a PE classroom.
The focus of this investigation to determine the effectiveness Think-Pair-Share has on pupils confidence, learning and levels of engagement within class discussions.