Pupil-pupil talk: does the thinking together programme enhance pupil-pupil talk within the classroom?

Pay, Bradley (2016) Pupil-pupil talk: does the thinking together programme enhance pupil-pupil talk within the classroom? The STeP Journal: Student Teacher Perspectives, 3 (2). pp. 14-23.

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Abstract

Talk in the classroom has been one of the most talked about topics in the classroom over recent years. For years, many have felt excessive teacher-pupil talk has been the best source to pupil progress however many are starting to feel pupil-pupil talk has greater benefits to progress. This investigation looked at the effect of pupil-pupil talk and whether a Thinking Together Programme was more or less effective than excessive teacher-pupil talk on pupil progress in five GCSE PE theory lessons. Analysis found that when pupil-pupil talk increased and teacher-pupil talk decreased, engagement, behaviour and decision-making enhanced. However, of work that is of greater difficulty, it was alternatively found that excessive teacher-pupil talk was necessary because teachers could support and guide pupils in the correct direction.

Item Type:	Article
Journal / Publication Title:	The STeP Journal: Student Teacher Perspectives
Publisher:	Teacher Education Advancement Network (TEAN), University of Cumbria
Departments:	Academic Departments > Institute of Education (IOE) > Secondary PGCE
Depositing User:	Anna Lupton
Date Deposited:	19 Oct 2016 09:41
Last Modified:	12 Jan 2024 16:01
URI:	https://insight.cumbria.ac.uk/id/eprint/2463

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