This research study was undertaken to investigate the use of Think-Pair-Share as a co- operative learning approach to teaching and the impact it has on enhancing pupil discussion. This was also used to measure pupil confidence when answering out. Indeed, the Scottish Curriculum for Excellence promotes co-operative and active learning styles in practice. Think-pair-share should allow for thinking time and then allow pupils to share their answer with a partner, before sharing it with the class. Cobb argues that by sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher’s authority (Cobb et al. 1991). In this way, the individual has the opportunity to hear another opinion before sharing it with the full class. This can also be beneficial for the teacher to effectively circulate and listen in to pupil discussion. In other words, this can be used as a formative assessment strategy.
There is no doubt that formative assessment is an integral part in every day teaching and learning and allows teachers to plan for and support the learning. When formative assessment is used effectively, the positive impact it can have cannot be overlooked. Andrade (2010) notes that formative assessment has a direct impact on student achievement, engagement and encourages learners to take responsibility for their own learning.
The aim of this Professional Enquiry was to discover what happens when Think, Pair, Share is use as form of AifL in a P3/4 classroom.