What happens when ‘Think, Pair, Share’ is used to improve engagement and challenge all pupils to think?
‘Children can increase their knowledge on a particular topic through learning from one another’ (Dweck, 2017). This professional enquiry evaluated the effects of implementing Think, Pair, Share (TPS) into the classroom and focused on ascertaining whether using TPS could increase overall pupil engagement in classroom questioning and challenge all pupils to think more about their answers. Think-Pair-Share [TPS] is a cooperative learning technique which consists of a three step learning process. It allows the pupils time to process what they have been learning about in class, discuss it with other pupils and then prepare to feedback to the class (Kagan, 2009).
The purpose of this enquiry was to find out:
- If pupils feel confident enough to answer out in class?
- What happens when TPS is introduced in the classroom?
- Does using TPS increase pupil confidence in answering out and participating in the lesson?
- Will implementing TPS help to increase pupil engagement?