![]() Additionally, research has shown that cooperative learning in the form of think-pair-shares is a way to increase students’ confidence in their own learning, helping in turn to increase motivation. ![]() ![]() In what ways do frequent turn and talks or partner interaction before full class questioning increase the active engagement and participation of students in Algebra 2? Methodology/Results In this action research study, the researcher aimed to explore how turn and talks affect active participation and engagement for students in an Algebra 2 classroom. Participants in the study are from a low SES area. Twenty-one students participated, containing fourteen males and seven females. This class features four English language learners, six gifted and talented students, and one homeless student. Eleven of the students are identified as Hispanic and eight are identified as African American. Data was collected through think-pair-share activity sheets, observation through formal assessment, and an end of research survey given to students. Results were recorded over a six-week period. The turn and talk activity was introduced first into the classroom, with observations done during the activity. The final method of data collection was the survey given to students. ![]() Similarities in student responses during the turn and talk activity were noted as well as responses in the survey.īased on observation alone as a formative assessment tool, the researcher saw a greater willingness from students to share their answers with the class after being able to talk with a peer. In terms of taking responsibility for learning, results indicate that responsibility for individual learning did increase since students were required to write down the responses of their peers to complete the activity. Many students expressed a positive feeling about the turn and talk assignment in that it allowed them to feel more confident in collaboration in the classroom. ![]()
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