Pupil-Pupil Talk: Does the Thinking Together Programme enhance pupil-pupil talk within the classroom?

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.