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. 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. 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. The final method of data collection was the survey given to students. The turn and talk activity was introduced first into the classroom, with observations done during the activity. Results were recorded over a six-week period. Data was collected through think-pair-share activity sheets, observation through formal assessment, and an end of research survey given to students. Eleven of the students are identified as Hispanic and eight are identified as African American. This class features four English language learners, six gifted and talented students, and one homeless student. Twenty-one students participated, containing fourteen males and seven females. Participants in the study are from a low SES area. #Waco isd firstclass fullIn 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. 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. #Waco isd firstclass how toIn cooperative learning models, students can increase their learning through the knowledge of others, but they also learn how to take responsibility for their own learning. In an article that sought to explore how think-pair-shares affect students’ confidence and participation in the classroom, Sampsel (2013) stated that these models allow students to be “responsible for individual learning accountable to their group for their efforts towards achieving group goals” (p. They “act as an instructional tool where students work together to maximize their own and each other's learning” (Sharma & Saarsar, 2018, p. Turn and talks are a cooperative learning model that were created with the aims of increasing active participation and a growth of confidence in individual and group learning. Melissa Donham, M.A., Intern Supervisor, Baylor University Katherine Wilson, M.S.Ed., Mentor Teacher, University High School, Waco ISD Effects of Turn and Talks on Student Engagement
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