According to Dweck (2015: 2) “students need to try new strategies and seek input from others when they’re stuck.” The classroom environment does not always allow for pupils to have conversations with their peers and often pupils are working individually on their own learning. Think-Pair-Share (TPS) is a collaborative learning technique which allows pupils to discuss their answers with their peers before sharing their responses with the class. This strategy has been found to maximise pupil participation and engage learners. Robertson (2006: 195) observed that it “benefits students in the areas of peer acceptance, peer support, academic achievement, self-esteem and increased interest in learning.”
The purpose of this enquiry was to introduce Think-Pair-Share to an S1 ICT class and assess the impact, if any, that this had on the pupils. As a classroom teacher, it was anticipated that this strategy would benefit pupils by increasing their confidence and it was also expected that more pupils would volunteer answers in class.