Final Submission B - ED452A - Essay

Cover Sheet: Level 10
SCHOOL OF EDUCATION
Programme Assessment
Programme: PGDE
Year: 2018-19
Course: Developing Professional Practice 2 (Level 10: ED452A)
University ID Number: 51773822
Date of 22/04/2019
Submission:
Word Count Part A: 2165

Part B: 2134
Part C: 1083
Total: 5382
Declaration of Work: Level 10
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Professional Graduate Diploma in Education
COURSE CODE…… ED452A (PGDE: Level 10)
ASSIGNMENT……… Developing Professional Practice 2
STUDENT ID …………51773822
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including the construction of the List of References.
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Part A
This professional enquiry will investigate how assessment within teaching

practice, can support and enhance learning, relating to the Standard for
Provisional Registration (The General Teaching Council for Scotland,
2012). Formative assessment (FA) was selected as it is believed to be the
most powerful and effective educational tool used to improve
achievement and it underpins every aspect of teaching and learning
Effective questioning was chosen after a discussion with the SE2A
supporter P3 teacher who suggested due to the pupil’s strong oral skills
at this age – as opposed to writing – verbal forms of FA would increase
the class’s ability to participate effectively within this research, while still
developing them. Hattie (2009) and Clarke (2014) further states the
importance of questioning as the kind of questions asked can affect a
child’s oral feedback. Therefore, as this is the most accurate way to
assess this stage it is vital that personal development is made within this
area.
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Literature Review - Background of Formative Assessment &
Questioning
The word assess is defined as the action of “evaluating or estimating the

nature, ability, or quality” of something/ someone (Oxford Dictionaries,
2019). The traditional models of assessment only provide a ‘snapshot’ of
a child’s ability with very little opportunity for them to improve or be
involved in their own learning. This type of assessment is called
summative which would consist of the teacher delivering the material
followed by a summative assessment. It is a very clear, logical method of
evaluating a child’s understanding and effectiveness of an educational
program. However, as it evaluates a child’s ability at the end of learning it
is therefore, heavily only assessing memory and reflective skills (Clemson
& Clemson, 1996).
Research has proven that teaching and learning are optimised when
pupils are involved in their own learning (Black and Wiliam 1998; Black,
Harrison, et al. 2004; Black, Harrison, et al. 2013). Black and Wiliam
(1998) made the professional breakthrough in understanding assessment
and the importance of FA in raising the standards of achievement. The
key principles of FA are that the student should always know what stage
they are at, what they need to improve and how to improve in order to be
successful (Black and Wiliam 1998; Black, Harrison, et al. 2004; Black,
Harrison, et al. 2013).
However, further reviews of their research highlighted the difficulties
teachers face implementing effective FA into the classroom. They argued
they need a range of realistic approaches to use (Black, Harrison, et al.
2003; Black, Harrison, et al. 2004).
Leahy, Lyon, et al. (2005) set out five broad strategies of FA which was
found easy to implement. Wiliam (2017) claimed these are the key
elements needed to implement successful FA:
1. Clarifying, sharing, and understanding learning intentions and
criteria for success
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2. Engineering effective classroom discussions, questions, activities
and learning tasks that elicit evidence of learning
3. Providing feedback that moves learning forward
4. Activating learners as instructional resources for one another
5. Activating learners as owners of their own learning
These strategies are outlined in the Assessment is for Learning (AIFL)
guidelines and should be embedded in every lesson (Pollard, 2014). The
Scottish government obtained guidance from the Assessment Action
Group (AAG) to create their own policy. In 2002, AiFL was initiated with
the main purpose of involving everyone, encouraging feedback from
pupils, parents and teachers to improve a child’s individual learning (The
Scottish Government, 2005). Furthermore, the Scottish Curriculum for
Excellence (CfE) (2010) supported and reinforced the principles of FA
(The Scottish Government, 2011).
Harrison and Howard (2009) provide practical information on how to
implement FA key strategies within a primary school and early years
setting. The first principle states to begin with the child’s prior knowledge,
allowing them to gain as many experiences within and out of the school
to create and strengthen their prior knowledge and a desire to find out
more.
Secondly, teaching children skills to close the gaps between what they
know and what they want to know and be able to articulate these ideas to
adapt their teacher’s plans. Clarke (2014) supports this and believes this
increases a child’s motivation and learning ownership and therefore they
need to be involved within the planning stage.
Thirdly, in Hattie’s (2012) visible learning research it highlights the need
to set a clear, challenging learning intention (LI) and success criteria
(SC). This is so they understand the purpose of the learning and how to
produce a quality piece of work, the teacher can use to see if learning has
occurred or not. This encourages use of peer and self-assessment as it
can be based on the SC, allowing pupils to be involved in their own
learning.
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Fourthly, it is important to allow children the time to talk about their
learning. These conversations allow knowledgeable peers to support
others, while strengthening their understanding. Pollard (2014) states
that questioning, and discussions are at the centre of assessment as the
teacher can ask the child what they have learnt and be able to assess
their understanding and provide instant feedback to adapt their teaching
to meet their needs. Following the key ethos of FA.
Lastly, it focuses on the importance of making feedback a positive
experience with the teacher producing strengths of a piece of work. Hattie
(2012) believed oral, immediate feedback is more effective then written.
Although a child self-assessing, providing the feedback is the most
powerful form of feedback to enhance achievement.
Clarke’s (2014) intensive research extended these strategies into twelve
components. These new components emphasised installing a culture
where the teacher believes all pupils will succeed and instil a growth
mindset within the child.
However, many teachers are still unclear of FA and continue to carry out
summative assessment due to time constraints and lack of opportunities
to discuss, provide instant feedback and improve learning (Hendrick and
Macpherson, 2017).
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Literature Review - Effective Questioning
Effective questioning is a key component of FA which should be planned

with enough waiting time to allow children to think and discuss before
answering. This should result in a range of valuable responses which
could develop into an effective whole class discussion (Clarke, 2001).
These are required throughout all FA strategies, from the initial class
discussion about their LI and SC, to the teacher receiving feedback and
peer-assessment to highlight a child’s learning and become aware of their
misunderstandings (Hattie, 2012). This can then be given through instant
feedback or used to adapt teaching plans. Therefore, the challenge is to
create questions that can stimulate whole-class, group or paired
discussions to allow an exchange of ideas to support the learning (Pollard,
2014).
Traditional practices used closed questions where often one
knowledgeable child with their hand up would give a brief (one worded)
answer with the teacher mainly interested in the correct answer and not
the child’s response (Davis 1997; Swaffield 2008). Closed questions are
useful in assessing a child’s memory however they do not encourage
discussion. They can limit pupil’s participation as children can feel at risk
of humiliation if they answer incorrectly (Clarke, 2001). Whereas open-
ended questions can stimulate a variety of answers and often requires a
child to use a higher level of thinking e.g. problem solving. It encourages
a child to make links to their previous knowledge and apply it to their
current learning topic (Leahy, Lyon, et al., 2005). However, this type of
questioning does require more time and needs to be carefully planned
and with increasing teacher’s workloads this would be difficult to
implement (Hendrick and Macpherson, 2017).
Black, William, et al. (2002) provides suggestions on planning quality
questions which can develop the child’s understanding and stimulate
discussion. Research has proven that improved questions which
encourages children to use a higher level of thinking and creates
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discussion provides valuable and useful assessment of all pupils, rather
than the select few (Leahy, Lyon, et al., 2005).
Bloom’s taxonomy is a highly regarded tool used to help frame higher-
order questions (Clarke, 2014). The model consists of six levels each
representing a type of thinking. It ranges from applying a basic level of
thinking (remembering, understanding) to more complex (evaluating,
creating) which are more likely to lead to a discussion (Bloom 1956;
Anderson and Krathwohl 2001). The Scottish government has encouraged
this model as a key resource for schools to help raise their attainment
and overall improve life chances (Education Scotland, 2019). The
Gillingham project found that children creating questions encourages
higher-order thinking and allows them to explore a wider range of
questions (Clarke, McCallum, et al., 2001). Black, William, et al. (2002)
supports this and found it highly important to allow pupils to extend
involvement with their new learning and establish a clearer
understanding.
To further improve questioning, it has been strongly suggested to allow
children time to discuss their answers in pairs before answering. It has
proven to provide many valuable learning gains (Black, William, et al.
2002; Clarke 2003). Classroom discussion is also highly ranked on
Hattie’s (2012) list of learning influences and are described as a missing
key factor within classrooms (Alexander, 2004).
(Clarke, 2008; Clarke, 2011) has researched in-depth into the vast
benefits of talk partners and discovered how to ensure quality discussion
is taking place. Firstly, teachers need to allow enough wait time for the
child to think to comprehend what is being asked, articulate their thinking
and create a quality response (Clarke, 2014). The quality of wait time
was initially highlighted by Rowe’s research (1974). Black, William, et al.
(2002) suggest teachers focus on the child’s thinking rather than the
correctness (Swaffield 2008; Pollard 2014). This can increase a child’s
motivation to answer if they know the teacher is more interested in their
response and understanding (Swaffield, 2008).
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The teacher should randomly select talk partners and change them
regularly to allow children to have a rich experience of different learning
partners, changing the role of the supporter (Clarke, 2014). Clarke
(2018) carried out research throughout the UK with aged 5-7 children
which proved challenging initially as some children did not want to work
with their selected partner or preferred to work on their own. However,
with constant reinforcement of this practice progress was made within
their partnership skills and they became more supportive and happier to
work with anyone (Clarke, 2018). Furthermore, allowing children to learn
from one another has proven far more beneficial than grouping them,
also it boosts a child’s self-esteem and confidence (Hattie 2012; Higgins
et al. 2014).
Therefore, as talk partners allow children the time to think, discuss and
create an answer it also allows teachers to eliminate a ‘hands up’ culture
when the children are asked to share their ideas (Clarke, 2014). This
encourages everyone to think, engage and form an answer, even if a
child is unsure or wrong, their answer can be past about the class and
resolved (Black, Harrison, et al., 2003). This prevents the same
knowledgeable children answering first and continually disrupting the
other children’s thinking (Clarke, 2003). Black, William, et al. (2002)
discusses various inclusive approaches to randomly select children such
as lollipop sticks or named cards. (Clarke, 2014) found as a result of talk
partners, not surprisingly, that more children were engaging and creating
higher quality responses due to that extra time to express their thinking
out loud. However, the social benefits of this practice are far greater than
the learning impacts, but it is still highly regarded as a key influence on
learning (Clarke, 2018).
Clarke (2001) provided a vast amount of effective questioning strategies
which can be easily applied into the classroom. The talk partners strategy
is often used first by teachers when initially experimenting with FA. This
is because it is an easy approach to implement and the benefits can be
seen immediately Clarke (2008). The ‘think, pair, share’ (TPS) strategy
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has been suggested as a highly effective approach to begin with, before
implementing talk partners (Clarke, 2009).
TPS is a collaborative teaching approach which was proposed by (Lyman,
1981) who created a three-step strategy which really simplifies the
process of talk partners. Once the teacher expresses a question to the
class the child firstly will quietly comprehend their thinking and activates
their prior knowledge (Li, Wu, et al., 2017). Secondly, children are paired
to discuss and exchange their answers developing their communication
skills then thirdly the children can share their own or an infusion of ideas
to the class. This practice is the best way to carry out a fair teaching
practice which encourages pupil participation and increases their thinking
and questionings skills (Kothiyal, Majumdar, et al. 2013; Prahl 2017).
However, this strategy can be ineffective as discussions cannot be all
controlled to ensure both pupils are contributing and supporting one
another. This can lead to the more knowledgeable students taking control
of the discussion and even withdrawing after making their comments.
This then leaves the less able children unaided and therefore are more
likely to give up (Yulianingsih, 2017).
This research inspired the enquiry and desire to trial these strategies with
the SE2A class.
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Part B
Lyman’s (1981) TPS questioning strategy was encouraged by the

supporter teacher as an effective option to trial with the green reading
group and help develop their ability to fully understand texts and form
responses (Appendix 1, 2, highlighted yellow). Additionally, focusing on
one group was recommended within a large P3 class (29 pupils) full of
many challenging members and would increase ease of recordings.
The eight-stepped lesson plans describe the procedural steps of the
enquiry and covers all Harrison and Howard (2009) key FA principles. The
group’s prior knowledge and next steps were informed through
discussions with the class teacher and previous observations (Appendix 1,
2, highlighted bright green). The importance of planning quality questions
to stimulate discussion was emphasised by Black, William, et al. (2002),
Leahy, Lyon, et al. (2005) and Pollard (2014). Therefore, Bloom’s
Taxonomy (1956) tool was used to create higher order thinking
questions, which was recommended by Black, William, et al. (2002) and
Clarke (2014) to make understanding clearer– addressing the teacher’s
goal (Appendix 1, 2, highlighted turquoise). After the trial, the group
were asked to self-assess and provide feedback on TPS which supports
Hattie (2012) importance of self-assessing to improve achievement
(Appendix 1, 2, highlighted red). Additional forms of evidence which will
be referred to are key adult learning conversations on TPS, all findings
are presented through transcripts.
Think Time
A positive finding on TPS was it provided ‘think time’ which allowed the
children to either finish their thought process and complete formulating
initial ideas or use that extra time to wait for a response to be triggered.
This was highlighted by pupil 1 (P1) and P2 who interrupted ‘think time’
by gasping and wanting to answer. P1 had managed to finish formalising
their initial uncertain response - from no TPS questioning - and an idea
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had been triggered for P2 (Appendix 3, highlighted yellow). During the
groups feedback they all expressed how helpful ‘think time’ was and how
it made it easier to respond (Appendix 3, 4, 5, 6, highlighted bright
green). They all felt a ten second ‘think time’ was too short and
recommended it should be extended to fifteen to twenty seconds
(Appendix 3, 4, 5, 6, highlighted turquoise). The class teacher believes
‘think’ time is highly effective for those children who require extra time to
consider their answers (Appendix 7, highlighted yellow). This supports
Rowe (1974), Black, William, et al. (2002) and Clarke (2014) who greatly
value ‘think time’ and states it ensures children have enough time to
process their ideas, increasing their motivation to participate.
Paired Discussion
The paired discussions helped develop the children’s communication skills

by teaching them that sharing ideas to a pair can help provoke
unexpected ideas and encourages collaborative working (Piaget, 1970).
Pairs (P3, P4) demonstrated some effective use of collaborative work.
During question three they both could not answer initially with no TPS but
after discussing and exchanging ideas they created a shared response
which was expressed very confidently (Appendix 3, 4, highlighted pink).
This is supported by the class and ASN teacher who stated paired
discussions can support those who don’t have an answer by hearing
other’s suggestions to help them engage with the lesson (Appendix 7,9,
highlighted bright green). Additionally, the ASN teacher heavily
encourages collaborative learning and teaches pupils to always seek
inspiration from others as it helps develop their thinking (Appendix 9,
highlighted bright green). This relates to Hattie (2012) and Higgins et al.
(2014) findings on how much more benefit is gained from collaborative
working compared to ability grouping particularly with, self-esteem and
confidence.
The paired discussions also benefitted those children who already had a
response as discussing their ideas help to strengthen their understanding
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and allowed them to enhance their answers. P3 highlighted this during
question five by initially stating an undetailed sentence during no TPS,
then after TPS managed to significantly extend their answer by including
a citation from the book (Appendix 3, highlighted blue). This is supported
by Harrison and Howard (2009) who highlighted the importance these
conversations have on a more knowledgeable child.
 Social Skills
The classroom and ASN teacher further praised the pair discussion aspect
by stating how it additionally supports and develops social skills and
conversation etiquette (Appendix 7, 9 highlighted turquoise). The paired
discussions can help teach children how to accept and disagree with
other’s ideas appropriately and embed a respectful manner at a young
age (Appendix 9, highlighted turquoise). This supports Black, William, et
al. (2002) and Clarke (2018) findings and how paired discussions can
provide a variety of valuable learning gains especially, socially. The group
expressed their enjoyment with the social aspect of the tool and liked
having the chance to ask and hear other people’s ideas (Appendix 5, 6,
highlighted yellow). Consequently, they all would have preferred longer
time to discuss (Appendix 5, 6, highlighted yellow).
Confidence
The combination of providing think and discussion time resulted in

confident pupils as TPS allowed them to gain a clearer understanding of
their answers. An increase in confidence was initially highlighted through
the children’s body language and facial expression when answering - up-
right, still body position, full eye contact with myself, smiling (Appendix
3, 5, highlighted red). Additionally, confidence after TPS was also shown
through the reduction of nervous tendencies when answering e.g.
stuttering, repeating words, long pauses which was highlighted mainly
during no TPS and really showed the child struggling to answer (Appendix
3, 5, highlighted teal). The group commented how TPS does make you
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feel more confident and less nervous when sharing ideas to the group and
teacher (Appendix 5, 6, highlighted dark green). This relates to Pollard
(2014) view of valuing questioning and discussions, as it allows teachers
to instantly see the child’s misunderstandings. In this case, the
questioning highlighted the development of the child’s understanding
after TPS.
 Increased Engagement
Furthermore, confidence was shown through the increased engagement
of pupils after TPS. More pupils were willing to share their ideas,
highlighting a proudness of their developed response (Appendix 1, 2, 4,
6, highlighted blue). This correlates to the views of the class and ASN
teacher who believe TPS is a positive tool as it encourages the less
knowledgeable children to engage and answer rather than the same more
knowledgeable children (Appendix 7,9, highlighted pink). This
strengthens Kothiyal, Majumdar, et al. (2013) and Prahl (2017) findings
on TPS who believed is it the fairest way to assess pupils as participation
is at its optimum.
 Embraces Social Justice

TPS provides all children with the correct time and support to feel
confident in their answer. During the questioning with no TPS only a small
number of pupils were able to participate (Appendix 4, 6, highlighted
red). The PSA stated how TPS could reduce some pupils learning barriers
with discussions. Discussing with a pair before sharing could really
increase their confidence and benefit them when answering (Appendix 8,
highlighted yellow). This tool encourages the involvement of everyone
and reinforces the main intention of the AiFL policy (The Scottish
Government, 2005). The ASN teacher agreed TPS increase confidences as
it allows time for pupils to seek validation and approval on their answers.
Henceforth, this will increase their willingness to share to the class as
they are confident in their answer (Appendix 9, highlighted yellow). This
relates Clarke (2001), Hattie (2012) and Higgins et al. (2014) who all
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believe discussions can boost confidence and self-esteem, increasing
engagement as it stops children feeling uncertain about their answers if
previously discussed with pairs.
Improved Quality of Answers
TPS allowed the children to have a clearer understanding of their answers

and was additionally proven through the quality of their answers. This
was expressed by P5 who rarely contributed and if they did, during no
TPS, it would be brief and often repeat peers’ answers (Appendix 5,
highlighted dark yellow). However, after TPS P5 shared a more detailed
and unique response highlighting a significant improvement (Appendix 1,
2, 5, 6, highlighted pink). In the final question with TPS all children
responded in full sentences, beginning with part of the question and no
longer stating a series of statements (Appendix 2, 5, highlighted violet).
This relates to Clarke (2014) findings on paired discussions and how it
results in a wide range of valuable responses due to the extra time to
process their thinking.
Unfamiliar/ uncertainty with TPS steps

 Think time
TPS was a new teaching strategy used with the group, therefore the
children had no experience of the tool and were uncertain of what was
involved or required of them at each step. This resulted in regular support
and prompting during each step. An uncertainty of ‘think time’ was
highlighted by the children gasping and wanting to answer during this
time as they were not experienced enough to understand it is a time to
sit quietly and gather thoughts (Appendix 3a, highlighted yellow).
 Paired Discussions
However, a major lack in understanding and ability was emphasised

during the paired discussions as many pupils would not engage and
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became silent if they were unsure on a question. This was frequently
demonstrated by P2 and P5 who were both unsure during no TPS and
‘think time’ therefore, felt they could not contribute to paired discussion
and sat quietly (Appendix 3a, 5a, highlighted bright green). They have
not learnt that listening to other’s (P1) ideas can help stimulate and form
ideas of their own. Similarly, children would not engage if they had
already accumulated an answer and thought participation in paired work
was unrequired. P1 and P4 emphasised this and had not realised sharing
their ideas could support less knowledgeable pairs, but in addition hearing
other’s ideas could enhance their answers (Appendix 2a, 3a, 5a,
highlighted turquoise). P1 and P4 further demonstrated a low discussion
ability by frequently dominating the paired conversations and simply
stating their views and then withdrawing from the discussion (Appendix
5a, highlighted pink).
Correct Mental Ability/ Maturity Level Required
The children’s uncertainty with paired discussions was highlighted and

justified during all the adult learning conversations. The class teacher
stated the lower stages do have less experience with discussions as they
find it more effective with the older pupils (Appendix 7a, highlighted
yellow). The PSA believed some younger or lower ability groups might
find it a challenge to discuss and not understand TPS (Appendix 8a,
highlighted yellow). The ASN teacher supported this by stating a correct
maturity level is required to engage effectively with paired discussions.
Pupils needs to be mentally developed enough to have the ability to listen
and actually care about others views and not easily disengage (Appendix
9a, highlighted yellow). Yulianingsih (2017) research explains that paired
discussions which are not controlled by an adult are difficult to ensure
that pupils are contributing appropriately and supporting less-able pairs
(Appendix 1a, highlighted yellow).
 Room Setting
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Previously discussed, many members were not fully mature enough to
engage effectively with TPS and this was further illustrated through their
ease of distraction particularly from the room setting in trial 1. This
judgement was reinforced by the pupils’ feedback, highlighting that the
room was too distracting and noisy to engage with TPS effectivity
(Appendix 1a, 3a, 4a, highlighted pink). Acting on the pupils’ feedback –
encouraged by Gould and Roffey-Barentsen (2018) - and relocating did
improve behaviour and created a more controlled effective trial (Appendix
2a, 6a, highlighted yellow).
 Social Aspect of Paired Discussion

Furthermore, the correct maturity level required for TPS was further
emphasised by the class and ASN teacher stating difficulties they face
when implementing this tool within their current practice, due to the
social aspect (paired discussions). Both teachers manage behaviourally,
challenging children who have relationship difficulties and would not feel
comfortable, be willing to work with certain individuals, resulting in
disengagement or misbehaviour (Appendix 7a, 9a, highlighted bright
green). This could explain Alexander (2004) view of class discussions
being a key missing element within classrooms. Certain members of the
group did prove an unwillingness to work with certain individuals (P4, P5
with P1) however, once they were on-task there was not a problem and
was not highlighted within the pupils learning conversations (Appendix
3a, 5a). This is similar to Clarke (2018) findings of some children who
are unwilling to work with pairs but with constant reinforcement of this
tool and experiences with certain individuals the children learn how to be
capable of working with anyone. However, P2 and P5 were happy working
with one another but they were too similar in ability to provide support.
As previously discussed, this did result in them not being able to engage
in some paired, group discussions as both were uncertain of a few
questions (Appendix 3a, 5a, highlighted bright green). Hence why, Clarke
(2014) emphasised that talking partners should be randomly selected and
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regularly changed to promote children taking turns of receiving and
offering support if able.
Part C
Overall, TPS has been proven to be a highly effective tool to help achieve
the target learning while addressing the group’s ability to gain a fuller
understanding of texts, which helped increase confidence, engagement
and created high quality responses – achieving the class teachers’ main
goal (Appendix 1b, 2b, highlighted yellow). Evaluating the tool has
enabled next steps to be produced to help develop the strategy for future
teaching practice (Appendix 2b, highlighted bright green).
Ensure Correct Setting/ Surroundings
A key strength of my own professional development within this enquiry,

was acting on my self-evaluation of the lesson and from the pupils’
feedback from my first trial. Relocating the rooms significantly improved
behaviour and the effectiveness of TPS, as the responses greatly
improved (Appendix 2b, highlighted teal). Therefore, this highlighted the
importance of the correct room settings when using TPS in my future
practice (Appendix 2b, highlighted violet). The younger children
highlighted the importance of having a non-distracting room to carry out
TPS therefore, this has encouraged future use of TPS as a whole class
activity. This supports Hattie (2012) who highly ranked classroom
discussion as a key learning influence. Group-work with this tool would be
suitable if taken by a PSA in a quiet external room to ensure pupils were
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not distracted by the rest of the class. Additionally, the PSA was keen to
incorporate TPS into their practice throughout all stages (Appendix 8b,
highlighted yellow). The class teacher implied that TPS was more
effective and easier to use with the upper stages (Appendix 7b,
highlighted yellow) therefore, if future practice was with less challenging
or higher ability class/ stage, TPS could be used with a group, within a
classroom. As long as the rest of the class were capable enough to carry
out quiet work e.g. silent reading (Appendix 2b, highlighted violet).
Clear Explanation of Strategies
A further strength was identified when the group required clearer

explanation of unfamiliar steps which helped reinforced understanding
and reduced the amount of support and prompting required (Appendix
2b, 5b, highlighted blue). This is highlighted in particular with P4 who
required regular reminding about paired discussions, and they did
eventually begin to listen and build on groups ideas (Appendix 5b,
highlighted blue).
Therefore, bringing this strategy into future practise especially with the
younger children, an initial detailed explanation would be required,
describing the skills, qualities needed and involved in each step to
illustrate a clearer idea (Appendix 1b, 2b, highlighted turquoise). Brown,
Race, et al. (2004) recommends for effective assessment teachers should
ensure explanations are clear. Initially using TPS, teachers should ensure
pairs take turns to talk first and prevent pupils from dominating
conversations, a difficulty previously discussed (Appendix 2b, highlighted
pink).
Furthermore, the strategy steps could be broken down and used
individually within class - ‘think’ time, paired, class discussions - and once
an understanding was made then incorporate TPS to help understanding.
Additionally, the amount of ‘think’ and paired discussion time would be
altered and based on children’s ability and feedback to ensure needs are
being addressed.
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Planned Mixed Ability Pairs
Pairing more knowledgeable children with less-able ones would increase

engagement and benefit paired discussions (Vygotsky 1978; Tomlinson
2001). This could improve TPS as it would reduce the chances of similar
ability pairs who cannot support one another - becoming silent and
withdraw - which was a difficulty previously discussed (Appendix 2b,
highlighted red). Additionally, this could address some of the class and
ASN teachers concerns socially to use this tool, ensuring challenging
children who face difficulties working with certain individuals are paired
with supportive members who will develop their relationship skills – as
previously discussed. However, Clarke (2014) recommended to randomly
select and regularly change pairings to allow children to experience both
roles of support - being a supporter and being supported – this kind of
practice would be encouraged for brief introductory tasks with this P3
class or with a future more equally balanced ability class.
Drip-Feed New Strategies
Finally, through this enquiry, school experience and various discussions

with teachers I have learnt that consistency is key when incorporating a
new teaching strategy. Therefore, I would continue to use TPS regularly
within various subjects to allow children to develop an understanding and
increase benefit (Appendix 2b, highlighted dark yellow). This was evident
within trial two as half of the group developed a solid understanding,
while all expressing benefit from it (Appendix 2b, 6b, highlighted grey).
The class and ASN teacher suggested an increase in frequency with older
stages perhaps a couple times a week or if possible, every day. They both
would slowly introduce it with lower stages, P3 as they are beginning to
ask more questions, develop their answers and would have the ability to
use TPS (Appendix 7b, 9b, highlighted bright green). Brown, Race, et al.
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(2004) and Clarke (2018) encourage constant reinforcement and
exposure to strategies which does result in great progress.
All the adults encouraged use of TPS within more social subjects where a
variety of responses could be triggered (Appendix 7b, 8b, 9b, highlighted
turquoise). The pupils felt it was beneficial within reading and would like
to use it with objective subjects like spelling to get the chance to share
and discuss ideas to develop their memory (Appendix 3b, 4b, 5b, 6b,
highlighted yellow). Clarke (2014) greatly values allowing pupils to make
judgements and be involved in their own learning as it increases
motivation. This activity would be incorporated into my future practice.
To further enhance this current practice the incorporation of Black,
William, et al. (2002) lollipop sticks approach could be used when
selecting pupils to answer after TPS. This could not have been used
during the trials as the number of responses before and after TPS had to
be recorded. However, this would further increase engagement in future
lessons if they knew they could be asked at any time.
This enquiry has heavily enriched my future practice as it has emphasised

the importance of using effective questioning strategies by the significant
improvement of the children’s responses. Therefore, gaining a more
accurate assessment of the child instantly, allowing the teacher to
provide immediate feedback or adapt lessons to improve understanding.
However, as oral assessment is the most effective way to assess younger
pupils, many did face difficulty with the discussion and social aspects of
the strategy, which may be a disadvantage. However, the learning gains
and results outweigh these difficulties which with constant reinforcement
of the tool has proven it has shown to provide significant progress.
21
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Appendix List
1. Lesson Plan 1 TPS Strengths

1a. Lesson Plan 1 TPS Weaknesses
1b. Lesson Plan 1 TPS Next Steps
2. Lesson Plan 2 TPS Strengths
2a. Lesson Plan 2 TPS Weaknesses
2b. Lesson Plan 2 TPS Next Steps
3. Trial 1 Transcript Strengths
3a. Trial 1 Transcript Weaknesses
3b. Trial 1 Transcript Next Steps
4. Trial 1 Table (quantitative data) Strengths
4a. Trial 1 Table Weaknesses
4b. Trial 1 Table Next Steps
5. Trial 2 Transcript Strengths
5a. Trial 2 Transcript Weaknesses
5b. Trial 2 Transcript Next Steps
6. Trial 2 Table (quantitative data) Strengths
6a. Trial 2 Table Weaknesses
6b. Trial 2 Table Next Steps
7. Learning Conversation with Class Teacher Strengths
7a. Learning Conversation with Class Teacher Weaknesses
7b. Learning Conversation with Class Teacher Next Steps
8. Learning Conversation with PSA Strengths
8a. Learning Conversation with PSA Weaknesses
8b. Learning Conversation with PSA Next Steps
9. Learning Conversation with ASN Teacher Strengths
9a. Learning Conversation with ASN Teacher Weaknesses
9b. Learning Conversation with ASN Teacher Next Steps
*Duplicates of appendices were created to allow clarity when referring to

evidence
29
Appendix 1. – Lesson Plan 1 (LP1) TPS Strengths
Think Pair Share (TPS) Trial 1: Green Reading Group Plan 19/03/2019
Acronyms for children’s names during enquiry:
Pupil 1 (P1), Pupil 2 (P2), Pupil 3 (P3), Pupil 4 (P4), Pupil 5 (P5) Pupil 6 (P6)
1 Prior Learning
There are four reading groups (Red, Green, Yellow, Blue) and a literacy group who go to the ASN
support hub to get one to one PSA support.
Evidence from teacher’s reading records for green group (first level**)
 The class have recently been introduced to higher order thinking questions (Bloom’s Taxonomy
1956) during guided reading to help improve their attention to detail, increase comprehension and
expand evaluating skills.
 Very strong readers but not as confident comprehending the text and with follow-up activities
 Need support with some/ new words, but generally good
 Class teacher suggested to trial TPS with green group as they need to develop the ability to fully
understand texts and form responses. Especially P1, P2 and P5
o Monitor P4 does not take-over discussion
Evidence from observation
 P2 and P5 both quite shy but work very well together, discussing ideas and supporting one
another in many subjects
 P1 has strong communication skills but requires support when summarising and writing answers
down
 P3, P4, P6 very confident at forming and voicing answers
 P1 and P4 require support with group work to listen and support other members
2 Curriculum
To show my understanding, I can respond to different kinds of questions and other close reading tasks
and I am learning to create some questions of my own. ENG 1-17a
To show my understanding across different areas of learning, I can identify and consider the purpose
and main ideas of a text. LIT 1-16a
I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and
relate it to my own experiences, and comment on the effective choice of words and other features. ENG
1-19a
3 Learning Intentions (LI) 4 Success Criteria (SC)
 We are learning to review our guided  I can show my understanding of the story by
reading books by sharing our thoughts and answering questions
opinions  I can use think, pair, share before answering
questions
 I can listen and talk at the right times during
paired/ group work
5. Learning and Teaching Activities
Group work (Collaborative learning/ working & social constructivism - Vygotsky 1978, Piaget 1970)
Introduction
1. Share LI (Hattie 2012)
2. Explain what TPS (Lyman, 1981) is and how it will be in used in guided reading?
3. Let group decide talk pairs for discussion – P1, P2, P5/ P3, P4 (Ownership of learning - Wall 2012
Main Questioning Plan
Using higher ordering thinking questions (Bloom’s Taxonomy 1956)
1.Can they summarise the main points of book? (Questioning understanding)
a. Ask with No TPS
b. Ask with TPS - think time (10 seconds), pair discussions and then share answers with the
group and teacher
2. What have they learnt from book? (anything about the Romans?) (Understanding) 30
As above
3. What happened in the end? (Remembering)
4. Would you change the ending? (Creating)
5. What was their favourite part of the book? (Evaluating)
31
Appendix 1a. – Lesson Plan 1 (LP1) TPS Weaknesses
1 Prior Learning
down
2 Curriculum
1-19a
questions
paired/ group work
Introduction
1. Share LI (Hattie 2012)
a. Ask with No TPS
group and teacher
2. What have they learnt from book? (anything about the Romans?) (Understanding) 32
As above
5. What was their favourite part of the book? (Evaluating)
Appendix 1b. – Lesson Plan 1 (LP1) TPS Next Steps
2 Prior Learning
down
2 Curriculum
1-19a
questions
paired/ group work
Introduction
1) Share LI (Hattie 2012)
2) Explain what TPS (Lyman, 1981) is and how it will be in used in guided reading?
3) Let group decide talk pairs for discussion – P1, P2, P5/ P3, P4 (Ownership of learning - Wall 2012

a. Ask with No TPS
group and teacher
33
2. What have they learnt from book? (anything about the Romans?) (Understanding)
3. As above
34
Appendix 2. – Lesson Plan (LP2) - TPS Strengths
3 Prior Learning
 Group really benefitted from TPS and thoroughly enjoyed using the tool. The quality and number
of responses were improved and increased, boosting the group’s confidence and self-esteem.
 Introducing a new tool did require giving group support and assisting them during certain aspects
which were pupil led e.g. think and pair step, reminding them to quietly think, then discuss, listen
and support pair if need be.
 P2 and P5 worked very well together however, due to being of a similar comprehending ability if
both were unsure of a question, they did not engage with paired discussion or seek support from
more knowledgeable pupils, were less engaging in sharing step.
 In contrast P1 and P4 would not engage with the paired discussion if already created a response
on their own during think time.
 Constant reinforcement of what each TPS step involves e.g. quiet thinking time and listen,
discuss and ask for or provide support to pairs (pair step)
 Relocated to group’s choice of library as an appropriated quiet, less distracting room
2 Curriculum
1-19a
questions
paired/ group work

 Located in library sitting at a table and chairs – alterations due to trial 1 evaluation (Clarke
2011)
35
Introduction
1) Share LI (Hattie 2012)
36
Appendix 2a. – Lesson Plan (LP2) - TPS Weaknesses
4 Prior Learning
2 Curriculum
1-19a
questions
paired/ group work
2011)
Introduction
1. Share LI (Hattie 2012) 37

38
Appendix 2b. – Lesson Plan (LP2) - TPS Next Steps
5 Prior Learning
2 Curriculum
1-19a
questions
paired/ group work
2011)
Introduction
1) Share LI (Hattie 2012) 39
2) Explain what TPS (Lyman, 1981) is and how it will be in used in guided reading?
3) Let group decide talk pairs for discussion – P1, P3, P5/ P3, P4 (Ownership of learning - Wall 2012

40
Appendix 3. – Strengths
Questioning: Think Pair Share (TPS) Trial Transcript 1
Date of 19/03/2019
Interview:
Duration: 30:37
Focus Group: P3, Green reading group
Age: 7-8
Level: First *, Oxford Reading Tree Stage 6
Participants: 5
Fieldworker Student
Name:
Location: SE2A Placement School – ASN Nurture Room (sat on
bean bags)
Interview Summarising the groups reading book, Roman
Summary: Adventure, questioning group initially without TPS
then with TPS
Pupil 6 Absent
TPS Pairings: P1, P3, P4/ P2, P5
Acronyms: Student (ST)
Pupil 1 (P1), Pupil 2 (P2), Pupil 3 (P3), Pupil 4 (P4),
Pupil 5 (P5) Pupil 6 (P6)
Long pause/ stuttering (…)
*Children’s behaviour and voice tone in italics
Transcription
(record no. of children with a response, response length, detail of answer,
confidence)
ST: So, we will be trialling TPS with our green reading group today so I
will firstly explain what TPS is…
We will talk about our book, Roman Adventure which we have just
finished, and I am going to ask you questions without and with TPS. So,
with TPS means once I have asked a question, I will give you 10 seconds
to have some think time to yourself, then pair, I will let you discuss your
answers/ thoughts with your pairs, then share means we will discuss and
share our answers with the group.
Does that make sense?
Okay all thumbs up? Great
1. Can they summarise the main points of book?
ST: First question, I would like you to summary the book, so tell me
about the main things that happened in the book?
No TPS (1) – P1 hand up - child with a response
41
P1: Hmm there were in an….adventure. In roman, I think... oh wait I am
unsure…I don’t know
ST: Okay so I am going to ask the same question again but now we are
going to have some ‘think time’ for it. So, summarise the key points of
the book and remember think quietly?
Think time - Counting down 10 seconds with fingers to the children
P1 & 2 gasping, wanting to answer - P1 has managed to finish
formulating initial broken response and an idea has been triggered for P2
during ‘think time’
P1: Yes, I know… I know now
P2: Ahh I know, just got an idea
ST: Shh, P1, P2 remember thinking quietly first, okay now we can discuss
and talk to our pairs
Pairs discussing
TPS (4) - P3, P4, P2, P1
ST: So how many hands up do we have after TPS we had P3, P4, P2, and
P1
ST: So P1 now you have discussed with your group, could you summarise
the key points of the book?
P1: they went back in time
ST: So, they went back in time. P2 did you find anything else out?
P2: they tried to make pizza, but it turned into really flat eh bread
P3: No no they tried to make bread then it turned into pizza
P2: Yeah yeah yeah, I forgot
ST: P2 before we used TPS you did not have an answer did you, you were
not too sure were you on your own and did not have your hand up for
before we used TPS then when you got to time to think and talk to your
group you had an answer after that didn’t you
P2: Yes yes
ST: So P4 what is your answer now after you have spoken to P3
P4: I like when they made pizzas and the emperor said the pizza were
like really nice and then the emperor said there not allowed having the
banner on the…
P3: Chariots
P4: Yep
42
ST: And P3 what was is your answer now after TPS
P3: When they had banners on the chariots so more people could buy the
pizzas
ST: Okay thank you so we are going to do the same thing again but with
a different question.
2. What have they learnt from book? (anything about the

Romans?)
ST: Have we learnt anything from the book?
No TPS (2) – P1, P2
P1 – Yeah
P2: Yeah
ST: So, what have we learnt from the book?
P2: Hmm, I forgot what I was going to say
P1: That, that... that they don’t know pizza is
P3: They don’t know what pizza is? confused
P5: Not sure
P4: The romans didn’t
P1: I learnt they don’t know what pizza is
TPS (2) - P1, P3
ST: This time we are going to use TPS so remember same question again
so what have we learnt from the book 10 seconds to think then talk to
your partner/ group then we will share our answers.
ST: So, what have we learnt from the book so remember to think quietly,
no one should be answering?
Think Time
Counting 10 sec with fingers to the children
P1: Gasping – hand up, wanting to answer
P2: – Hmm
P2: Gasping – hand up – wanting to answer
ST: And talk to your groups/ pairs
Pairs Discussion
P2: Hmm… oh no wait, I don’t know, am confused
43
P2 & P5 sit in silent as unsure on the question
ST: Come on P5 & P2 you could listen to P1 they might be able to help
you
P3: Your teeth are moving
P4: I thought it came out last night
ST: Shh guys
P3: Guys keep on topic keep talking
ST: So, I think P1 has a couple answers so that might mean he could help
you guys and same with P4, P3 might be able to help you
Children have drifted off topic – P4 playing with radiator
ST: This is your final warming P4 and then it will be sent back to class
So, have we spoke to our pairs and feels they have an answer now.
P1: The mum and the dad joked, pretend
ST: So, the mum and dad joked what have you learnt from that?
So, you learnt that the mum and dad joked by dressing up
P1: Yeah at the start
GL – So P3 what did you find out
Group laughing
P3: I found out that hmm the emperor might have already said to
someone you’re not allowed ban band band banners what are they called
ST: Yes, banners your correct
P3: Banners in chariots so that’s why he might have been a little bit
angry and the children were scared
ST: Okay so you learnt you’re not allowed banners on chariots
3. What happened in the end?
So, what happened in the end?
No TPS (2) – P2, P5
P2: Oh no I forgot
P5: Not confident, no eye - contact long pause before answering - Biff &
Chip came back home and hmm… they had… the tiny banner which which
said buy buy the pizzas - long time to answer stuttering
P3: Buy A pizza
P5: Stuttering, struggling
44
P3: They had the tiny banner
ST: Shh let P5 answer
P5: Yes, they had the tiny banner and it said buy the pizzas
P3: No buy a pizza
P5: Buy a pizza
P3: Or buy nuggets
P4: Buy pizza nuggets
Group laughter
P3: Buy the building
P1: Buy KFC
ST: Okay right same again so
ST: We are going to think to ourselves then discuss with our pairs
TPS (4) - P2, P3, P1, P4
Think Time
ST: So, what happened in the end?
P1 and P3 Hands up wanting to answer
ST: No remember speak to your partner
Pair Discussion Time
P1 not engaging
ST: Remember listen to P1, P5 could help you with an answer
Reminding children to discuss with pair
P3 & P4 effective paired discussion
P3: Where was the romans
P4: That’s what I wondered
P3: That’s not the end
P1: Okay the end
Sharing Time ST: Okay right so hands up if you have an answer now
what happened in the end
Lots of hands up, gasping, desperately wanting to answer
P4: I do, P3 has our answer
P3: I do – said confidently
45
ST: Who will we asked P2
P2: They were selling the pizzas then the emperor wanted to see them –
said very confidently full eye contact
ST: So is that what happened at the very end
P2: Yeah
P1: That at the end at the second last page the like emperor liked the
pizza, but he did not want the banner on, so they took the banner off and
when the magic key glowed, they went back where they begun, they
went back home and put the banner on their model chariot
P4: At the end pause they had Biffs little chariot that they made, and
they put the little banner on it
P1: That was my idea, my one
P3: Biff & chip said and wondered what Mrs Mrs May would say – very
pleased with stating correct answer
ST: Okay thank you right next question
4. Would you change the ending?
ST: Would you change the ending, So if you were the author how would
you end the book, what would you make happen?
P3: Yeah, I would actually
ST: So, hands up
No TPS (2) – P1, P3
P4: I wouldn’t change the book
P1: That, that hmm, like everyone like everyone would make the ch
chariot
ST: Sorry P1
P1: Like everyone like Biff and Chip and cooper and the mum and dad
made ch chariot made a chariot ……and it might be like……. their chariot
hmm…….and a banner on their chariot it …….am done
P3: I would have the same ending but add a little more to it which it
would be hmm they they got back to the school and they showed Mrs
May and Mrs May said ooh that’s a lovely chariot - rushed answer
ST: Right time to think we are going to get 10 sec right if I was the
author how would I change it, so think to ourselves
Remind children of think time aspect
46
Group making Hmm noises
ST: Right talk to your pairs/ groups
Paired Discussion
P1/P2/P5 – all sitting quietly, not participating in discussion
P2: Don’t know
P5: Don’t know
ST: Has P1 got any ideas - encouraging to discuss and support P2 & P5
P1: I have my answer I would changed the ending, so I don’t need to do
anything
ST: Why don’t you help P2 & P5
P1 Not wanting to discuss as already has an answer
P2: I don’t know
P5: no idea dear
P1: I can help you guys
P2 idea popped into head
P2: I’d add another page in, after the last page
P2 very confident, head fully up engaging with full eye contact
P1: I’d add three more pages
P3: Oh yeah, I’d add 3 more pages as well
P1: Maybe 4
P2: I don’t know, I’ve lost my idea
P1: Children bring in a golden chariot to Mrs May okay you can have that
one P2
P1 Begins to discuss
P2: No, I don’t have one
ST: Hands up if have an answer
TPS (3) – P2, P3, P4
P2: Oh no I had an idea then I lost it
P4: I would just keep the ending the way it is I think it is a really good
ending
P3: Yeah same as me
47
P3: I did not need to discuss I’ve just kept my answer the same, I would
just keep the story like that but add a couple of pages
P3: Did not discuss as already had an answer
ST: Right and last question
5. What was their favourite part of the book?
ST: What was your favourite part of the book, hands up?
No TPS (3) – P4, P3, P2
P2: Hmm no I don’t
P4: My favourite part is proooobably the…. bit……when…… when the they
wait is there a bit or with Mrs May oh no: Unthought through answer
unclear on own answer
P3: No Mrs May isn’t in this book
P4: Oh no so my favourite part is the bit…. when they are starting to
make the chariot cause…. I like making stuff
P3: I liked it when you see the real chariot.
P5: My favourite part is when is when they when they sell the pizzas
P2: Oh, I got one I got one
Group laughter
P2: My favourite was when they made the pizza – looks at the floor
P1: Aw that’s the same as me
TPS (5) – All group
ST: Right okay we are going to take 10 sec to think, so think what my
favourite part was, silent while we think remember.
Reminding children of the think time aspect
Children were quieter during think time – beginning to understand think
time better
ST: Right talk to your partner
Pairs discusses
P3: It does feel like we have been doing this forever
ST: Okay so who has an answer now, hands up
P4: I had one, but it fell out my head
P5: When they made the pizzaaaaas – Same answer highlighting
boredom…. because I like messy stuff and it was messy
48
P2: When they made the pizzas and when they selled the pizzas – V Conf
P3: When mark opened some big doors and inside there was a real
chariot. I know cause I read it from the book and it is my favourite line
from the book. Mark opens some big doors and inside there was a big
chariot
P3 - Very confident, happy and proud remembers a quote from the book
49
Learning Conversion
ST: So, we just used a questioning tool call Think Pair Share
P3: Which was so fun
ST: Well I would love to hear what you thought about it
ST: So, when you were asked questions did you like having that wait time
to think about your answer then discuss it with a partner before sharing
your answer with the teacher and the group?
1. What did you think of TPS?
P3: I think it was fun, I would like it every time we do our reading
2. Is there any other subjects TPS could work well in?
ST: Would you like to use it in any other subjects like maths?
P3: I feel maths would be a little too hard, but I would rather in reading
Whole group agreed, nodding
P2: I like it because I like having partners doing it, and talking about my
answer to my partner before speaking to the whole class
ST: Does it make you feel more confident
P2: Yes
P5: I’d prefer to do it with just two people cause threes kind of too much
but it’s okay
ST: Okay so you’d preferred to discuss to one person than two.
P3: Yeah and I really liked it for reading but for maths I feel it would be a
little too tricky and a little bit too long
3. Likes/ dislikes
ST: Was there anything we did not like about TPS?
P4: Too long for reading
P3: Yeah when P4 was being silly and you had to raise your voice*
P5: I did not like the noise from the bean bags
ST: Yes, all the noise from people sitting on the bean bags
P1: Yeah, I didn’t like when P4 was being silly and took that off of that,
really noisy*
*Referring to when P4 was distracted by the room - playing with the
radiator nozzle and it broke off loudly – behaved inappropriately and
verbally discipled
50
ST: Yes, so we might have to sadly make our group smaller due to silly
people’s behaviour
ST: – So the noise when having our think time from the beanbags and
people being silly
4. Do you think it’s been helpful?
P2: I felt it made my answers better
P1: Yes same
P3: I found it easier to answer, as I had time to think
P1: I think it helped so so, no because of the noise
P3: Its noisier yeah
5. Final questions do you feel more confident when you answer
with TPS?
P5: I kind of did
P2: I did
6. Anything else you would like to say about TPS?
P1: I was a little hard because of the noise, its distracting
P3: Oh, also like everything in the room was kind of distracting like the
pictures of Oz
P1: Yes, and the people outside
ST: So, the surroundings like what’s on the walls, noises outside can be
distracting from your thinking time
P3: The planets dangling from the roof I think its satire
P4: It meant to be a spaceship
P3: And it did make P4 distracted
P4: Come on
ST: When you are saying it is too noisy would you have preferred to
P3: I would prefer to be in the iPad room because there’s not the same
toys stuff like Oz
7. Did you think 10 sec was a long enough think time?
P3: I would rather 15 or 20
P1: 10 or 15
P2: 20
ST: 10 15 or about 20
P2: Probably 20
51
ST: So, will we say 15 or 20 cause we did 10 so did you think 10 seconds
was too short
P3: Yeah too short
P5/ P2: Too short
P1: Yeah too short I think 20 or 15
ST: So, do you like that time to yourself to think before discussing with
someone?
P4: Just need a less distracting room
ST: Okay thank you very much green group.
52
Appendix 3a. – Weaknesses
Date of 19/03/2019
Interview:
Duration: 30:37
Age: 7-8
Participants: 5
Fieldworker Student
Name:
bean bags)
then with TPS
Pupil 6 Absent
Transcription
confidence)
53
P1: Hmm there were in an….adventure. In roman, I think... oh wait I am
Pairs discussing
TPS (4) - P3, P4, P2, P1
P1
P2: Yes yes
banner on the…
P3: Chariots
P4: Yep
54
pizzas

Romans?)
No TPS (2) – P1, P2
P1 – Yeah
P2: Yeah
P5: Not sure
TPS (2) - P1, P3
Think Time
P2: – Hmm
Pairs Discussion
55
you
ST: Shh guys
Group laughing
No TPS (2) – P2, P5
P2: Oh no I forgot
P3: Buy A pizza
56
P5: Yes, they had the tiny banner and its said buy the pizzas
P3: No buy a pizza
P5: Buy a pizza
P3: Or buy nuggets
Group laughter
P1: Buy KFC
TPS (4) - P2, P3, P1, P4
Think Time
ST: No remember speaking to your partner
P1 not engaging
P1: Okay the end
57
P2: Yeah
ST: Would you change the ending, so if you were the author how would
ST: So, hands up
No TPS (2) – P1, P3
chariot
ST: Sorry P1
58
Paired Discussion
P2: Don’t know
P5: Don’t know
anything
P2: I don’t know
P5: no idea dear
P1: Maybe 4
one P2
TPS (3) – P2, P3, P4
ending
P3: Yeah same as me
59
No TPS (3) – P4, P3, P2
Group laughter
time better
Pairs discusses
60
chariot. I know cause I read it from the book, and it is my favourite line
chariot
61
Learning Conversion
P2: Yes
but it’s okay
3. Likes/ dislikes
really noisy*
verbally discipled
62
people being silly
P1: Yes same
with TPS?
P5: I kind of did
P2: I did
pictures of Oz
P4: Come on
toys stuff like Oz
P1: 10 or 15
P2: 20
P2: Probably 20
63
ST: So, will we say 15 or 20 cause we did 10 so did you think 10 seconds
was too short
P3: Yeah too short
P5/ P2: Too short
someone?
64
Appendix 3b. – Next Steps
Date of 19/03/2019
Interview:
Duration: 30:37
Age: 7-8
Participants: 5
Fieldworker Student
Name:
bean bags)
then with TPS
Pupil 6 Absent
Transcription
confidence)
65
P1: Hmm there were in an…. adventure. In roman, I think... oh wait I am
Pairs discussing
TPS (4) - P3, P4, P2, P1
P1
P2: Yes yes
banner on the…
P3: Chariots
P4: Yep
66
pizzas

Romans?)
No TPS (2) – P1, P2
P1 – Yeah
P2: Yeah
P5: Not sure
TPS (2) - P1, P3
Think Time
P2: – Hmm
Pairs Discussion
67
you
ST: Shh guys
Group laughing
No TPS (2) – P2, P5
P2: Oh no I forgot
P3: Buy A pizza
68
P5: Yes, they had the tiny banner and its said buy the pizzas
P3: No buy a pizza
P5: Buy a pizza
P3: Or buy nuggets
Group laughter
P1: Buy KFC
TPS (4) - P2, P3, P1, P4
Think Time
ST: No remember speak to your partner
P1 not engaging
P1: Okay the end
69
P2: Yeah
ST: Would you change the ending, So if you were the author how would
ST: So, hands up
No TPS (2) – P1, P3
chariot
ST: Sorry P1
70
Paired Discussion
P2: Don’t know
P5: Don’t know
anything
P2: I don’t know
P5: no idea dear
P1: Maybe 4
one P2
TPS (3) – P2, P3, P4
ending
P3: Yeah same as me
71
No TPS (3) – P4, P3, P2
Group laughter
time better
Pairs discusses
72
chariot. I know cause I read it from the book, and it is my favourite line
chariot
73
Learning Conversion
P2: Yes
but it’s okay
3. Likes/ dislikes
really noisy*
verbally discipled
74
people being silly
P1: Yes same
with TPS?
P5: I kind of did
P2: I did
pictures of Oz
P4: Come on
toys stuff like Oz
P1: 10 or 15
P2: 20
P2: Probably 20
75
ST: So, will we say 15 or 20 because we did 10 so did you think 10
seconds was too short
P3: Yeah too short
P5/ P2: Too short
someone?
76
Think Pair Share Trail 1 Table - Quantitative Data 19.03.19

No. of children with an Children who had an answer
answer (hands-up)
No TPS 1 P1
TPS 4 P1, P2, P3, P4
2. What have they learnt from book? - anything about the
Romans?
Children who had an Children who had an answer
answer
No TPS 1 P1, P2
TPS 2 P1, P3
answer (hands-up)
No TPS 2 P2, P5
TPS 4 P1, P2, P3, P4

answer (hands-up)
No TPS 2 P1, P3
TPS 3 P2, P3, P4
answer (hands-up)
No TPS 3 P2, P3, P4
TPS 5 P1, P2, P3, P4, P5
77
Learning Conversation
No. of Children who Comments
children answered
Likes 5 P2, P3, P5  Enjoyed in
reading
 Pair discuss
before sharing
Dislikes 4 P1, P3, P4, P5  Pairs – 2 not 3
people
 Too long
 Too noisy (bean
bag chairs, pupils
misbehaving,
people outside)
 Nurture room–
too distracting
2. Would you like a longer think and discuss time?
children answered
Yes 5 P1, P2, P5, P6 10 seconds too
short
15-20 seconds
better
Need less
distracting room
No 0
children answered
Yes 4 P4, P2, P3, P1 Answers improved
Easier to answer
having ‘think time’
Fairly 1 P5 Noisy while thinking
4. Does it make you feel more confident to answer?
children answered
Yes 3 P3, P2, P4
Fairly 2 P5, P1
children answered
Yes 5 P3 Works well in
reading
Not maths – too
tricky/ long
No 0
78

answer (hands-up)
No TPS 1 P1
TPS 4 P1, P2, P3, P4
Romans?
answer
No TPS 1 P1, P2
TPS 2 P1, P3
answer (hands-up)
No TPS 2 P2, P5
TPS 4 P1, P2, P3, P4

answer (hands-up)
No TPS 2 P1, P3
TPS 3 P2, P3, P4
answer (hands-up)
No TPS 3 P2, P3, P4
TPS 5 P1, P2, P3, P4, P5
79
children answered
reading
 Pair discuss
before sharing
people
 Too long
 Too noisy (bean
bag chairs, pupils
misbehaving,
people outside)
 Nurture room–
too distracting
children answered
short
15-20 seconds
better
Need less
distracting room
No 0
children answered
Easier to answer
children answered
Yes 3 P3, P2, P4
Fairly 2 P5, P1
children answered
reading
tricky/ long
No 0
80

answer (hands-up)
No TPS 1 P1
TPS 4 P1, P2, P3, P4
Romans?
answer
No TPS 1 P1, P2
TPS 2 P1, P3
answer (hands-up)
No TPS 2 P2, P5
TPS 4 P1, P2, P3, P4

answer (hands-up)
No TPS 2 P1, P3
TPS 3 P2, P3, P4
answer (hands-up)
No TPS 3 P2, P3, P4
TPS 5 P1, P2, P3, P4, P5
81
children answered
reading
 Pair discuss
before sharing
people
 Too long
 Too noisy (bean
bag chairs, pupils
misbehaving,
people outside)
 Nurture room–
too distracting
children answered
short
15-20 seconds
better
Need less
distracting room
No 0
children answered
Easier to answer
children answered
Yes 3 P3, P2, P4
Fairly 2 P5, P1
children answered
reading
tricky/ long
No 0
82
Questioning: Think Pair Share (TPS) Trial 2 Transcript
Date of 27/03/2019
Interview:
Duration: 25:24
Age: 7-8
Participants: 5
Fieldworker Student
Name:
Location: SE2A Placement School – Library (sat at semi-circle
table with chairs)
Interview Summarising the groups reading book, The Old Vase,
Summary: questioning group initially without TPS then with TPS
Pupil 3 Absent
Pupil 5 (P5), Pupil 6 (P6)
Transcription
confidence)
ST: So, we are trialling TPS with our green reading group again, so I am
just going to recap what TPS is again.
We will talk about our book, The Old Vase which we have just finished,
and I am going to ask you questions without and with TPS. So with TPS
means once I have asked a question I will give you 10 seconds to have a
think to yourself (think time) then, pair means I will let you speak to your
pair and discuss your answers or thoughts and then share means we will
share our answers with the me the teacher and the group, okay all
thumbs up?
All Group: Yeees! – Excited to begin and use TPS again
ST: So, our first question is I would like you guys to summaries the key
points of the book, so what are the main things that happen in the book?
No TPS (2.5) – P2, P6/ P1 not confident in answer hand up - child
with a response
P1: Am a little bit sure
83
P6: The key point is…. The vase is almost broken
P1: The vase, I know
P2: They they really wanted the vase and they went to the fair like and
hm they got one of them but hm it wasn’t the same, so they got people
to smash it – spoke very quickly
TSP (4.5) - All group/ P2
ST: So, I going to let you have a think now, so what were the main things
that happened in the book?
ST: Now talk to your pairs
Reminding people to discuss – especially P4, P4 is mainly voicing own
opinion and not listening to pairs answers/ thoughts or helping them
P2/ P5 discussing
ST: So, does anyone have an idea now of what the main points were?
ST: So, everyone has an answer?
P2: Kind of
P5: So there was a mean girl with a group of with a group of horrible
friends and she said that the vase was horrible and then she got it and
then passed it on to her friend and then on to her other friend and then
on to her fourth friend and then hmm Tracy got mad, she jumped and got
it out and ran away
P5 very detailed response - TPS clearly benefiting P5 ability to response
and contribute to group discussions
P1: Said Very Confidently - Yeah so like they wanted to buy money to
buy the vase and they wanted to be rich too…they wanted to be rich and
get the vase, but they can…can’t but they found another vase in the like
in the play…. Play ground
ST: Okay so we will do the same thing again guys so this time the
question is
2. What have they learnt from the book?
ST: So, have you learnt anything from this book?
NO TPS (2.5) – P1, P6/ P4
P4: I kind of have an answer, I like learnt…. I learnt that some people like
to trick and like when you throw balls at coconuts cause sometimes, they
can glue them on but the one in the middle cannot be glued on… its very
very cheeky, their trying to cheats, cheaters they are!
TPS (2.5) - P1, P6/ P4
84
ST: Oh no no think to yourself what I have learnt from the book
Remind group to stay silent during think time
ST: And now talk to your pairs
Pairs Discussion
P5/ P2: No discussion as both unsure
P4: Dominating discussion – Prompted again to listen to group
P4 begins to listen and gain ideas from group
ST: So, what have we learnt from the book now?
P4: I did get a couple things from my group like I learnt that you
shouldn’t always remember like patterns or colours in glasses or look the
same a lot so in case they get mixed up like what happened in the story
P5: We were both really unsure
P2: No idea
ST: Right next question…
No TPS (1) – P6
P6: The vase, it was the wrong vase the boy was about to smash it and
the lady was that happy she gave them five pounds
ST: Right think time 10 seconds off you go
P4: What are the 10 seconds to think about?
ST: Think about what happened at the end
Pair Discussion
ST: And discuss with your pairs. What happened at the end?
P4: But I already know
ST: Yes, but you still need to hear other people’s ideas, they could
improve yours or even help those who don’t have an idea
P4 still unsure and continued to not participant in paired discussion
TPS (3) – P1, P4, P6
ST: Okay so who feels they can answer now?
P1: Excited to share answer rushed : So, like so like you want a bet the
two the two big people the two old people the two oldest people hmm like
85
hmm like didn’t like wanted the vase and the two older people didn’t want
to vase like bet means like they did not thought…I think
ST: Okay thank you
ST: If you were the author how would you like to change the ending? This
is how I would write the ending? How would you change the ending?
NO TPS (2) – P6, P1
P6: They hmm... the ehh the the thing broke
ST: Pardon
P6: The thing broke
P1: The vase
P6: The vase but then they hided it at Sam’s but everybody keeps finding
it so hmm they kept trying to run away and they found a hmm thing
called super super glue and it was a bitty magic and it fixed the vase
P1: Did it ooh like the another one
Think Time
ST: Okay and now think to yourself how would I change the end?
P1: I know
ST: Shh remember think to yourself P1
Paired Discussions
ST: And now talk to your pairs, how would you change the ending?
P1: But I already know my answer
ST: Well you could listen or help P2 & P5
P1 continues to not participant in paired discussion
P4 Dominating pair discussion again
ST: Okay how would you change the ending now or if you would not?
TSP (4) – P5, P6, P2, P1
P5: I wouldn’t change the end because it’s fun, cause I liked it when they
made the like thing with the vase to hit it, it was fun
ST: Okay so last question was your favourite part of the book? Okay P6?
No TPS (3) – P6, P5, P2
P6: The hmm the hmm it was almost about to break to vase
86
ST: Okay P5?
P5: Same as P6
P2: Same as P5 & P6, I like that part
No TPS reduces variety of responses
ST: Okay what was your favourite part in the book think time first
Group making hmm noises during think time
P6: Okay you go first P4
During pair discussion – children more likely to voice each other’s ideas
than listen to each other, especially P1 & P4.
Although, P6, P2 and P5 were good listeners.
P1: Okay my turn okay so
P6: That’s my one
TPS (5)
Whole group desperately wanting to answer
P2: I liked the part when they smashed the plate and the vases – Said
very confidently, full eye-contact, still confident body posture
P5: I liked the part the same as P2
P6: My favourite bit was where hmm they the lady was about to faint
P1: My favourite part was when like the like the person who got the vase
winned a bet and the second one is the same as P2 & P6
P4: My favourite part was when the lady said I am about to faaaint!
All group answering in full sentences with the question in it.
Learning Conversion
ST: Right thank you very much boys and girls so I am not going to ask
your views on TPS just the same as what we did last time
ST: So, what did you guys think of TPS did you like it, like having that
extra time to think for your answers, talk to your pairs and discuss so
before just having to answer straight away and not having any time to
think or discuss what did you guys think?
P1: I liked it
P1: Me, me
87
ST: Okay so all of you liked it, so what kind of things did you like about
it?
P6: Hmm like that we were all asking questions about the book to and it’s
good to hear other people’s questions and answers
ST: Aw that’s lovely
P1: Yeah and it’s good to be nice and listen to people’s ideas and have
some fun
P2: I like it because we get time to think on our own and then share it
with partners and then the rest of the people
7. Likes/ Dislikes
ST: Okay so we all liked it was there anything we really liked about it?
P1: Oh, oh can I tell you my favourite bit it’s when it’s when
P1 confusion with question
ST: Oh no about TPS
ST: Is there anything we don’t like about TPS?
P1: Yes, one thing which is that we don’t have longer think time, need 15
20 seconds
8. Would you like a longer think time?
ST: Oh, would you like a longer think time?
P2/ P5: Yes, yes
P2: I would
P1: Yes longer
ST: So longer time to think or discuss?
P2: Both to discuss as well
a. Anything else we don’t like about it?
P1: We did not have the books
ST: Oh, I see you’d like to have the books with you while discussing
P1: Yes, I’d like to have the books
ST: And do you think it is hmm helpful in reading do you think it’d be
helpful in any other subjects or do you think it is unhelpful?
All group feel TPS was helpful
ST: Okay so how do you think it’s helpful?
P2: Because we get to discuss it which we don’t normally get to
88
P1: Because we get to have thinking time
ST: Do you not normally like to answer straight away do you like to
discuss your answers before speaking to a group or a teacher
P2: Yes
P5: Yes
P6: I want to do this again
P1: I makes me smarter and smarter because I am listening to other
people’s ideas and we get to smarter because we read books
ST: I know but allowing wait time and thinking time how does that make
you feel smarter
P1: Because if I can hear people’s ideas, I can use them if I am unsure
ST: Do you feel more confident when you answer after TPS?
P6: Yes
P5: Yes, I get nervous
ST: Yes, so you all feel quite nervous without think time or discussions
and does make you all feel more confident?
P1: Yes, am quite nervous
P6: Yea
ST: Is there any other subjects you would like to use TPS in or no?
P2: I am not sure
P5: Hmm no just in reading
P2: Spelling could be good
P5: Yes, reading and spelling
P4: You could do it in like in the library you could share and discuss books
around
ST: I think that’s it or has anyone got anything else to say?
Group no more comments
ST: Okay thanks you very much again!

89
Date of 27/03/2019
Interview:
Duration: 25:24
Age: 7-8
Participants: 5
Fieldworker Student
Name:
table with chairs)
Pupil 3 Absent
Transcription
confidence)
thumbs up?
with a response
90
P2/ P5 discussing
P2: Kind of
it out and ran away
question is
NO TPS (2.5) – P1, P6/ P4
TPS (2.5) - P1, P6/ P4
91
Pairs Discussion
P2: No idea
No TPS (1) – P6
Pair Discussion
TPS (3) – P1, P4, P6
92
ST: Okay thank you
NO TPS (2) – P6, P1
ST: Pardon
P6: The thing broke
P1: The vase
Think Time
P1: I know
Paired Discussions
TSP (4) – P5, P6, P2, P1
No TPS (3) – P6, P5, P2
ST: Okay P5?
93
P5: Same as P6
P6: That’s my one
TPS (5)
Learning Conversion
P1: I liked it
P1: Me, me
94
it?
some fun
2. Likes/ Dislikes
ST: Oh no about TPS
20 seconds
P2/ P5: Yes, yes
P2: I would
P1: Yes longer
95
P2: Yes
P5: Yes
you feel smarter
P6: Yes
P6: Yea
P2: I am not sure
around

96
Date of 27/03/2019
Interview:
Duration: 25:24
Age: 7-8
Participants: 5
Fieldworker Student
Name:
table with chairs)
Pupil 3 Absent
Transcription
confidence)
thumbs up?
with a response
97
P2/ P5 discussing
P2: Kind of
it out and ran away
question is
NO TPS (2.5) – P1, P6/ P4
TPS (2.5) - P1, P6/ P4
98
Pairs Discussion
P2: No idea
No TPS (1) – P6
Pair Discussion
TPS (3) – P1, P4, P6
99
ST: Okay thank you
NO TPS (2) – P6, P1
ST: Pardon
P6: The thing broke
P1: The vase
Think Time
P1: I know
Paired Discussions
TSP (4) – P5, P6, P2, P1
No TPS (3) – P6, P5, P2
ST: Okay P5?
100
P5: Same as P6
P6: That’s my one
TPS (5)
Learning Conversion
P1: I liked it
P1: Me, me
101
it?
some fun
2. Likes/ Dislikes
ST: Oh no about TPS
20 seconds
P2/ P5: Yes, yes
P2: I would
P1: Yes longer
102
P2: Yes
P5: Yes
you feel smarter
P6: Yes
P6: Yea
P2: I am not sure
around
103
answer (hands-up)
No TPS 2.5 P2, P6/ P1
TPS 4.5 All – P2 not confident in answer
2. What have they learnt from book?
answer (hands-up)
No TPS 2.5 P1, P6/ P4
TPS 2.5 P1, P6/ P4
answer (hands-up)
No TPS 1 P6
TPS 3 P1, P4, P6
answer (hands-up)
No TPS 2 P1, P6
TPS 4 P1, P2, P5, P6
answer (hands-up)
No TPS 3 P2, P5, P6
TPS 5 All
104

No. of children Children who Comments
answered
Likes 5 P1, P6, P2  Pairs help build
answers
 Asking and
hearing pairs/
group views/
answers
Dislikes 1 P1  Longer think time
 Have reading
books during
discussions
children answered
Yes 4 P1, P2, P5, P6
Unanswered 1 P4
children answered
Yes 5 P1, P2, P5, P6 Time to think &
discuss answer
before sharing
Pairs can help with
your answer
No help when asked
to answer straight
away (noTPS)
No 0
children answered
Yes 5 P1, P5, P6 Less nervous
No 0
children answered
Yes 3 P2, P4, P5 Spelling
Library
Unanswered 2 P6, P1
105

answer (hands-up)
No TPS 2.5 P2, P6/ P1
answer (hands-up)
No TPS 2.5 P1, P6/ P4
TPS 2.5 P1, P6/ P4
answer (hands-up)
No TPS 1 P6
TPS 3 P1, P4, P6
answer (hands-up)
No TPS 2 P1, P6
TPS 4 P1, P2, P5, P6
answer (hands-up)
No TPS 3 P2, P5, P6
TPS 5 All
106

answered
answers
 Asking and
hearing pairs/
group views/
answers
 Have reading
books during
discussions
children answered
Yes 4 P1, P2, P5, P6
Unanswered 1 P4
children answered
discuss answer
before sharing
your answer
to answer straight
away (noTPS)
No 0
children answered
No 0
children answered
Library
Unanswered 2 P6, P1
107

answer (hands-up)
No TPS 2.5 P2, P6/ P1
answer (hands-up)
No TPS 2.5 P1, P6/ P4
TPS 2.5 P1, P6/ P4
answer (hands-up)
No TPS 1 P6
TPS 3 P1, P4, P6
answer (hands-up)
No TPS 2 P1, P6
TPS 4 P1, P2, P5, P6
answer (hands-up)
No TPS 3 P2, P5, P6
TPS 5 All
108

answered
answers
 Asking and
hearing pairs/
group views/
answers
 Have reading
books during
discussions
children answered
Yes 4 P1, P2, P5, P6
Unanswered 1 P4
children answered
discuss answer
before sharing
your answer
to answer straight
away (noTPS)
No 0
children answered
No 0
children answered
Library
Unanswered 2 P6, P1
109
Questioning: Think Pair Share (TPS)
Class Teacher Learning Conversation 1 Transcript
Date of 25/03/2019
Interview:
Duration: 03:16
Interviewee: SE2A P3 Class Teacher
P3 age: 7-8
P3 level: Early ** - First **
Fieldworker Student
Name:
Location: SE2A Placement School – P3 Classroom
Interview Asking for views and opinions on TPS
Summary:

Class Teacher (CT)
General points to discuss: -

1. Views on TPS – generally
2. Effective?
3. Frequency of use?
a. If low, why?
4. Certain subjects it would work best in?
Transcription
ST: This is CT views on TPS
ST: So, what are your general views on TPS?
CT: Yes, I think it is quite a positive tool to use in the classroom to help
pupils to engage with the learning and to work together as well, helps
with social skills
2. Effective?
ST: Do you think it is effective when you use it
CT: Yes, I used it probably more last year in a P5/6 class we did a lot of
class discussions, but I do use it in my P3 class as well
ST: Do you find it more effective in the upper stages
CT: Quite possibly and easier to do but I do think it is effective to make
the children think about their ideas first before sharing as it helps those
who need a bit more time to think about their answer. Also, children just
offering their suggestions and hear what others have to say and it helps
110
those that maybe don’t have their own ideas on something to still engage
with the lesson and not just switch off to know that they might be asked
CT: The problem I find in the younger setting or in this class specifically is
just the social aspect of it that you know they’ve had a fall out in the
playground they maybe don’t feel as confident or as comfortable working
with certain individuals or just don’t want to engage with something so
will just switch off to it but all in all it is quite effective
ST: Do you use it a lot, more so in with upper than lower?
CT: Maybe like 2 or 3 times a week something like that, maybe less so
with the younger ones but I would still like slightly try to add it in,
introduce it.
ST: What would make you not want to use it that much or use it more?
CT: I just in P3 I don’t always necessarily have the option to use it, less
chance of having big class discussions or maybe that is just the way I
have set up the class this year, what works better for them
ST: Do you think it works better in certain subjects?
CT: I think more social subjects where there is maybe more than one
right answer as in Maths its more so one person teaching another how to
do something whereas social it is more; they can have a discussion about
emotions or why do you think something happened. I know the RME
teacher uses it in RME a lot where the are discussing an issue rather than
giving an answer which is either correct or incorrect its more sharing of
ideas
ST: Okay that’s great thank you for much for your time.

111
Date of 25/03/2019
Interview:
Duration: 03:16
P3 age: 7-8
Fieldworker Student
Name:
Summary:

Class Teacher (CT)

2. Effective?
a. If low, why?
Transcription
with social skills
2. Effective?
112
introduce it.
ideas

113
Date of 25/03/2019
Interview:
Duration: 03:16
P3 age: 7-8
Fieldworker Student
Name:
Summary:

Class Teacher (CT)

2. Effective?
a. If low, why?
Transcription
with social skills
2. Effective?
114
introduce it.
ideas
115
Pupil Support Assistant (PSA) Learning Conversation 2 Transcript
Date of 26/03/2019
Interview:
Duration: 05:33
Interviewee: SE2A School Pupil Support Assistant (PSA) –
Supports P3’s reading sessions and Project X Code: a
phonics scheme which supports struggling readers
Assists: P1-P7
Fieldworker Student
Name:
Location: SE2A Placement School – Lower-stage work area
Summary:

PSA (PSA)
Class Teacher (CT)

2. Effective?
a. If low, why?
Transcription
ST: This is PSA who supports CT P3’s reading groups weekly.
1. What kinds of questions do you ask during your reading
sessions?
ST: What kinds of questions do you ask when you take your reading
groups?
PSA: I usually ask about the book what they think is going to happen in
the next part of the story to get them thinking before we start
2. Do you involve think time?
ST: Do you ask them straight away or allow them to have any think time
between in?
PSA: I usually ask them to look at the front cover and describe what is
on the front cover then ask what do you think is going to happen in the
story and things like that
ST: And do you give them any wait time between your questioning or
discuss it with pairs before you share answers, or have you not used it
before?
116
PSA: I’ve not generally used it with the P3 as yet, but it is something I
would think about it use
3. Effective?
ST: Do you think it would be effective so do you ever feel like when you
do ask them straight away a lot of children are unsure of their answers or
maybe not even thought about it yet and not involving them self in the
conversation
PSA: Quite a few of them are eager and want to give their own opinion
and it lets them use their own imagination without copying each other
and copying each other’s ideas and using their own imagination first
before
ST: So sometimes it could maybe not be effective cause it is quite nice
for them to have their own ideas and not share initially
ST: Do you think you would use it a lot and do you think it would be more
effective with the older ones or younger ones, what kind of age group do
you think, letting them have a chance to think about the question and
discuss it and then share would be more effective?
PSA: It would be good throughout the school, but it is just something I
have not thought about doing because I usually work with code-x and we
have a routine with that with sheets with have to go by which we have to
follow and have a guide we need to go by
ST: And is this a kind of reading scheme code-x, what is it?
PSA: It is a story about a man who has invented a theme park but in the
theme park he is trapped cause the computer has taken over the world
and wants to shrink the world and its starts at the beginning from the
first book and it goes up the reading levels
ST: So, it’s the same story but is it categorised into different levels
PSA: Yes, so it starts at level 3 or T3 and it goes up to book 9 I think
ST: Why do they keep it the same story throughout all
PSA: Cause it is an adventure from the beginning all the way to end and
the children have to collect code keys through the books and code keys
are attached to one of the enemies, one of the bites and the children
have to try and get it off the bite without doing it through that way
a. Reasons to not use TPS?

ST: Do you think they would be any reason you would not try TPS with
P3 or does anything put you off using TPS
117
PSA: It depends on what group I’ve got; I mean the younger ones and
lower groups might find it a challenge to discuss and not understand it,
but it depends on the understanding of the groups, some groups I have
might not understand
ST: Yeah so, the lower stages and ability groups might not understand
and might find it quite difficult
PSA: They might find it a challenge, or it could go the other way and kids
who find it hard to speak in class discussions might understand it and
actually find it easier, boosts their confidence talking to someone about it
before answering, but it depends on the group
ST: Do you think there is certain subjects which is would work best in?
PSA: It would probably work in a lot of things topic would be a good one
to have it in because they can use their imagination
ST: Do you have any further comments about it?
PSA: No
ST: Okay that is great thank you very much.
Appendix 8a. - Weaknesses

118
Date of 26/03/2019
Interview:
Duration: 05:33
Interviewee: SE2A School Pupil Support Assistant (PSA) –
Supports P3’s reading sessions and Project X Code: a
phonics scheme which supports struggling readers
Assists: P1-P7
Fieldworker Student
Name:

Summary:

PSA (PSA)
Class Teacher (CT)

2. Effective?
a. If low, why?
Transcription
sessions?
groups?
between in?
before?
119
3. Effective?
conversation
before

120
PSA: No

121
Date of 26/03/2019
Interview:
Duration: 05:33
Interviewee: School Pupil Support Assistant (PSA) – Supports P3’s
reading sessions and Project X Code: a phonics
scheme which supports struggling readers
Assists: P1-P7
Fieldworker Student
Name:

Summary:

PSA (PSA)
Class Teacher (CT)

2. Effective?
a. If low, why?
Transcription
sessions?
groups?
between in?
before?
122
3. Effective?
conversation
before

123
PSA: No
124
Additional Support Needs (ASN) Teacher Learning Conversation 3
Transcript
Date of 26/03/2019
Interview:
Duration: 08:24
Interviewee: SE2A School ASN Teacher with Nurture and Positive
Relationship Support
Teaches: P1 – P7
Supports six P3’s with literacy, weekly
Fieldworker Student
Name:
Location: SE2A Placement School – ASN Support Hub
Summary:

ASN Teacher (ASNT)

2. Effective?
a. If low, why?
Transcription
ST: This is ASNT’s views on TPS, so what are your general views on TPS?
ASNT: I would use it more if I was class teacher rather than the role I
have just now because the children I work with mainly are quite young
and they are very impulsive and most of their difficulties come from their
relationships with each other so I try to keep to a minimum the amount
of time they are talking to each other because they will start to talk about
other things and get themselves over excited and then they won’t
actually focus on the task but I have P3’s in my group and I would
probably like to start trying that (TPS) with them during our literacy
group for reading because they are beginning to want to talk about the
stories because these more in the stories so they’d be able to use it for
what do you think might happen, how would you have felt if you were the
person in that position in the stories, what would be a better ending for it.
Especially, asking what words brought an atmosphere to the story and
things like that that I would like to develop with them.
125
I did the co-operative learning training about 5, 6 years ago and I was
really enthusiastic about it back then and I had older children and I did do
it with them and I quite liked it but because it did stop you getting the
same answers from the same few people and you always have those
children in a class who think I actually am not going to give my answer
because they are much more cleverer than me and they are going to give
the right answer and I’d like to use it in certain situations where there is
no right answer, its subjective and so they can chat to each other and
maybe bounce off ideas
2. Effective?
ST: Do you find it would be more effective as a class teacher than as an
ASN teacher and do you think you would use it a lot within a classroom or
would you only use in its literacy kind of based, where you would be
asking open questions
ASNT: I think so
ST: Or maybe at the beginning of a topic
 Improve children’s confidence
ASNT: I think so, so situations where the child can be confident that they
can’t be wrong because that is what stops children from speaking is that
fear of making a mistake. So, if you started with situations where every
idea was a valid idea as long as you could say why you thought it, which
is what you would do in a think pair share situation seek validation on
your reasoning and this would increase a child’s confidence too and
willingness to answer. Maybe hearing someone idea may modify your
idea a little bit but I think it could be used in a lot of different settings but
I have not used it yet because my role now is mainly about nurture and
positive relationships but when I do class cover I find it quite an effective
thing to do with the older children and maybe I would use it much more if
I did have my own class because I would be looking for opportunities
where I could see it would fit. So, when I go into do class cover
ST: I guess you know don’t the children who always answer every time
ASNT: Yeah and I don’t know what I am going into do, I look at the plan
and I have to come up with something that I am doing there and then.
But if it was my own class, I would be planning for it and I’d think that’s
ideal for think pair share or that’s more lollipop sticks or that’s more
thinking about a jigsaw type activity which we done in our CAT (staff
meeting) sessions. But it’s the spur of moment that I do, the impulsivity
of the children that stops me from using it
ST: Yes, and you were saying certain subjects it would work best in topic
any subjects where you ask open-ended questions
126
ASNT: Yes, and Newsround, think current affairs looking at, you know
getting the older children to look at newspapers aimed at them and
discussing about something that is actually happening like Brexit or
ST: Yes, so where there isn’t a right answer
ASNT: Yes, and to encourage people to have a discussion and accept that
other people’s ideas are as good as yours and you can disagree. Because
I think we have to learn how to agree and disagree
ST: Yes, very true
ASNT: If we don’t teach them that skill in primary school then what does
that look like when they are adults if they can’t actually take on board
someone else’s idea and allow it to change the answer they are going to
give and also for those people who don’t have an idea to give them an
idea from someone. I say to my children if you don’t know what to do,
look at what someone else is doing and take inspiration from them. Like if
you are painting, if you don’t know what to paint have a look what are
they painting. So, it is the same, sharing an idea and that helps everyone
to develop their thinking.
5. Outcome/ result if TPS was used with ASN children?
ST: Also, what kind of behaviours happen when you do ask them to do
think time or a bit of discussion work what kind of generally results do
you get?
ASNT: Well it’s because of the age of the children and it because they are
all of the same type of person, personality, they are all impulsive. So for
instances, I think when you were in the other week singing the jolly
phonics songs, one of them got upset because someone gave the answer
and he wanted to say ‘Queen’ as it was for ‘QU’ and someone else said it
and then he stood up and left the room because that person said that
answer before he had, had a chance to say it.
ST: So, they find it difficult in group activity settings
ASNT: Yeah and I feel with TPS it would be like that, “that was my
answer, idea” then get could get into an argument of it. Some of the
children I have just do not get on with each other and I have to try and
minimise their relationship time
ST: Do you do more independent work
ASNT: Yes, and we do, do more independent work or group work and not
so much pairs because they can cope with a group because there is an
adult controlling the group and managing it and independent, they know
what they are doing. This probably an area for development with the P3s
within the group that I have and that later maybe in term 1 or next
session I would begin to do it with the P2’s who would be the new P3’s.
127
Just because there is a maturity required to be able to actually care about
what someone else is saying and not just talk over the top of them or not
suddenly the change topic and go on a little journey.
ST: Yes, get distracted
 Frequency of use
ASNT: But I do think in an ideal world, if I had older children if I knew
what I was going to be teacher and I had the opportunity to work out
where it would best fit in, in the day, maybe there should be an
opportunity every day to do or a couple of times a week. But because the
nature of my job, I do not get enough experience of it
ST: Yes, to try it
ASNT: So, maybe I need to get more confident myself before I do more
of it
ST: I think you know what works best with the children you support, and
you are following that, which is totally understandable
ASNT: But I think with the older children because I am so rarely actually
working with them, I probably need to develop that
ST: Any further points to make
ASNT: No, I don’t think so
ST: Great, thank you very much for your time.
128
Transcript
Date of 26/03/2019
Interview:
Duration: 08:24
Teaches: P1 – P7
Fieldworker Student
Name:
Summary:

ASN Teacher (ASNT)

2. Effective?
a. If low, why?
Transcription
129
2. Effective?
ASNT: I think so
130
ST: Yes, very true
you get?
131
ST: Yes, to try it
of it
132
Transcript
Date of 26/03/2019
Interview:
Duration: 08:24
Teaches: P1 – P7
Fieldworker Student
Name:
Summary:

ASN Teacher (ASNT)

2. Effective?
a. If low, why?
Transcription
133
2. Effective?
ASNT: I think so
134
ST: Yes, very true
you get?
135
ST: Yes, to try it
of it
136

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Cover Sheet: Level 10

Course: Developing Professional Practice 2 (Level 10: ED452A)

University ID Number: 51773822

Word Count Part A: 2165

Declaration of Work: Level 10

COURSE CODE…… ED452A (PGDE: Level 10)

ASSIGNMENT……… Developing Professional Practice 2

NB: Do NOT sign this sheet

1. Declaration of Own Work 

4. Harvard British Standard Referencing 

This professional enquiry will investigate how assessment within teaching

The word assess is defined as the action of “evaluating or estimating the

Effective questioning is a key component of FA which should be planned

Lyman’s (1981) TPS questioning strategy was encouraged by the

The paired discussions helped develop the children’s communication skills

The combination of providing think and discussion time resulted in

 Embraces Social Justice

Improved Quality of Answers

TPS allowed the children to have a clearer understanding of their answers

Unfamiliar/ uncertainty with TPS steps

However, a major lack in understanding and ability was emphasised

Correct Mental Ability/ Maturity Level Required

The children’s uncertainty with paired discussions was highlighted and

 Social Aspect of Paired Discussion

Ensure Correct Setting/ Surroundings

A key strength of my own professional development within this enquiry,

Clear Explanation of Strategies

A further strength was identified when the group required clearer

Pairing more knowledgeable children with less-able ones would increase

Drip-Feed New Strategies

Finally, through this enquiry, school experience and various discussions

This enquiry has heavily enriched my future practice as it has emphasised

ALEXANDER, R., (2004). Towards Dialogic Teaching. Cambridge:

ANDERSON, L. W., & KRATHWOHL, D. R., (2001). A Taxonomy for

ASSESSMENT REFORM GROUP (ARG)., (2002). Assessment for

BLOOM, B. S., (1956). Taxonomy of Educational Objectives: Handbook 1.

CLARKE, S., (2001). Unlocking Formative Assessment: Practical

CLARKE, S., (2003). Enriching Feedback in the Primary Classroom: Oral

CLARKE, S., (2008). Active Learning through Formative Assessment.

CLARKE, S., (2009). Learning Teams: Talk Partners. Available:

Clarke, S., (2011). 'The Power of Formative Assessment: Self-Belief and

CLARKE, S., (2014). Outstanding Formative Assessment: Culture and

CLARKE, S., (2018). Learning Teams: Talk Partners. Available:

CLARKE, S., MCCALLUM, B., & LOPEZ-CHARLES, G., (2001). Gillingham

DAVIS, B., (1997). Listening for differences: An evolving conception of

GOULD, J., & ROFFEY-BARENTSEN, J., (2018). Achieving Your Diploma in

HATTIE, J., (2009). Visible Learning. Abingdon: Routledge.

HATTIE, J., (2012). Visible Learning for Teachers. Milton: Routledge.

HIGGINS, S., KATSIPATAKI, M., KOKOTSAKI, D., COLEMAN, R., MAJOR,

LYMAN, F., (1981). The Responsive Classroom Discussion: The Inclusion

OXFORD DICTIONARIES., (2019). Assess. Available:

PIAGET, J., (1970). Genetic Epistemology. New York: Columbia University

POLLARD, A., (2014). Reflective Teaching in Schools. 4th ed. London:

PRAHL, K., (2017). Best practices for the think-pair-share active-learning

SWAFFIELD, S., (2008). Unlocking Assessment. Abingdon: Routledge.

THE GENERAL TEACHING COUNCIL FOR SCOTLAND., (2012). The

THE SCOTTISH GOVERNMENT., (2005). AiFL - Assessment is for Learning

THE SCOTTISH GOVERNMENT., (2011). Curriculum for Excellence

TOMLINSON, C., ANN., (2001). How to Differentiate Instruction in Mixed-

VYGOTSKY, L. S., (1978). Mind in Society. Cambridge, MA: Harvard

1. Lesson Plan 1 TPS Strengths

*Duplicates of appendices were created to allow clarity when referring to

Main Questioning Plan

5. Learning and Teaching Activities