The group wanted to research how effective using co-operative learning techniques is in boosting pupil participation in class. In particular we wondered if using “Think, Pair, Share” encouraged pupils to volunteer answers and feel more engaged with the lesson as they would have the opportunity to validate their responses with a partner. This might allow them to feel more confident to share them with the class and avoid potentially giving an embarrassing answer. Florian and Kershner (2009) write about the influence of inclusive pedagogy in the classroom and how to incorporate collaborative practice to encourage the participation of all learners. This is reinforced by the principles set out for Curriculum for Excellence by the Scottish Government (2004). In the Curriculum for excellence pupils are encouraged to be “confident individuals” which led the group to identify “Think, Pair, Share” activities as a potential area where pupils could boost their confidence in the classroom.
The aims of this practitioner enquiry were to introduce and monitor the use of the technique “Think, Pair, Share” in the classroom to investigate what impact it had upon pupils’ participation in the class. By observing the impact of this technique, I hoped to get an overview of how less confident pupils could be encouraged to engage with and understand lessons.