This research study investigates the use of the think-pair-share co-operative learning technique and its effects on promoting class discussion. It also focuses on the impact in which it has on students’ confidence surrounding classroom discussions. Curriculum for Excellence (CfE) promotes the use of co-operative learning within the classroom. Social and communication skills such as taking turns, listening to others and questioning and exploring need to be in place before this can work in a classroom. By using think-pair-share this allows students time to think of an answer, and then share it with their peers before having to tell the whole class. This provides them with the opportunity to hear one opinion before having to discuss it with the whole class. This also allows the teacher to circulate through the class to determine comprehension of the subject.
Formative assessment is essential in day-to-day practice as it allows teachers to fully support the learning. Formative assessment has also been shown to improve student motivation and self-esteem. Andrade and Ciezk (2010) considers formative assessment to have a profound effect on student achievement, student engagement and responsibility for their own learning. Dylan Wiliam (2014) reinstates this theory stating that formative assessment is a process which teachers can use to engage the children in their learning.
The aim of this study is to discover how effective think-pair-share is in promoting classroom discussion and confidence.