What happens when ‘Think, Pair, Share’ is used to improve engagement and challenge all pupils to think?
The aim of this Practitioner Enquiry was to introduce ‘Think, Pair, Share’ in the classroom, and observe the impact this had on the quality of learning and teaching. Think, Pair, Share is a cooperative learning strategy which allows pupils to work together and share their knowledge to be able to answer a question or solve a problem. Think, Pair, Share encourages student participation in discussion and helps children to develop their ideas through the help of their peers. Think, Pair, Share increases wait time after children are posed with a question, this means that children have more time to think about their answer and in turn improves the quality of responses given by the students (Rowe, 1972). Think, Pair, Share is also beneficial for practitioners, as it can be used as a valuable form of formative assessment (Cooper and Robinson, 2000). Formative assessment is essential in day-to-day practice as it allows practitioners to fully support learning. By assessing the children regularly, appropriate support plans can be put in place to help all children reach their desired goals (GTCS, 2011).
The aim of this enquiry was to find out:
- What impact can ‘Think, Pair, Share’ have on pupil participation?
- Does using ‘Think, Pair, Share’ improve pupils’ confidence.