Think, Pair, Share (TPS) is a strategy that is used in classrooms worldwide. The purpose of this enquiry was to evaluate the impact that pairings had on children’s confidence. I have always used TPS at the beginning of lessons, IDL and RE time, therefore I wanted to enquire into the whether using this strategy in read-to-write tasks would improve particular children’s confidence within literacy. Although I was intrigued to see the impact this enquiry would have on all pupils within my class, I identified a group of children whose literacy knowledge could be enhanced and who seemed to be uninterested in their learning. I was unsure if this was due to genuine disinterest in the subject or a lack of confidence brought on by not understanding the task. I thought this enquiry would be beneficial for them as Rowe (1972) shares that using TPS increases thinking and wait time when children have been posed a question, which should improve the quality of their response. Hence using TPS would help to uncover the reason behind their lack of attainment and would also aid in providing a strategy to improve it.
The aim of this enquiry was to find out if pupil pairing had a direct correlation with attainment and confidence in read-to-write tasks.