The aim of this research was to describe the effects of Think-Pair-Share strategies, used during Guided Reading lessons, on reading achievement. Think-Pair-Share is a co-operative teaching strategy that includes three components; time for thinking, time for sharing with a partner and time for each pair to share back to a larger group. The use of Think-Pair-Share unites the cognitive and social aspects of learning, promoting the development of thinking and the construction of knowledge. The strategy lends itself to inclusion within Guided Reading lessons, where the focus is on meaningful discussion around text and promotion of the use of comprehension skills and strategies to foster comprehension. The literature review describes the effectiveness of explicit comprehension strategy instruction within the context of small group discussion. Strategies that foster cooperative learning have been successful in developing interpersonal skills, cognitive skills and metacognitive awareness. There is very little research documenting the effects of the use of the Think-Pair-Share strategy. The study took place in a Year 6 classroom with two intervention groups, each containing six children. One group was reading above their chronological age and the other below. Control groups reading at these levels were also used. Three variations of Think-Pair-Share were utilised during the eight week intervention period; Predict-Pair-Share, Image-Pair-Share and Summarise-Pair-Share, and the research centred on the effects of the intervention on reading comprehension. A quasi-experimental design was employed using a pre-test, post-test format and a mix of quantitative and qualitative measures to ascertain the effects. The results confirmed the positive effects of the strategy on reading achievement, especially for those students reading above their chronological age, although an extended period of intervention may have had more significant effects on those reading below. Positive effects on aspects of oral language use, thinking, metacognitive awareness, and the development of reading comprehension strategies were noted with both of the intervention groups. Results have significance for those concerned with implementing effective literacy practice. They demonstrate the versatility of the Think-Pair-Share strategy as a tool to foster conversation, and one that can be adapted to suit the learning focus and the needs of particular groups of students.

As Metodologias Ativas de Aprendizagem são estratégias de ensino que visam a mobilizar o aluno para a construção do próprio conhecimento de forma proativa e menos receptora. A presente pesquisa, de abordagem qualitativa, propôs-se investigar a aplicação da metodologia ativa Think Pair Share no Ensino Fundamental I. Para tanto, foi desenvolvida uma sequência de atividades com o tema astronomia com ênfase para o tópico lua, em que os alunos tiveram que pensar em conjunto, discutir em pares e efetuar relações com a mediação do professor. O desenvolvimento desta estratégia foi considerado positivo, pois os alunos se mostraram engajados nas atividades e responderam satisfatoriamente a ela. Foi constatada escassez de material de pesquisa sobre metodologias ativas aplicada ao Ensino Fundamental I no Brasil, o que sinaliza a necessidade de aprofundar as práticas e efetuar um registro reflexivo sistemático sobre as mesmas. / Learning Active Methodologies are teaching strategies to mobilize students to build knowledge through a more proactive and less receptive way. This research, of a qualitative approach, has proposed to investigate the application of active methodology Think Pair Share in Primary Education. Therefore, a sequence of activities was developed with the theme of astronomy with emphasis on the topic moon; students should think together, discuss in pairs and build relations with the mediation of the teacher. The development of this strategy has been positive because students were engaged in activities and responded satisfactorily. There is a shortage of Active Methodologies research material applied to Primary Education in Brazil, this shows the need of deepening the practices and create a systematic reflective record on them.

As Metodologias Ativas de Aprendizagem são estratégias de ensino que visam a mobilizar o aluno para a construção do próprio conhecimento de forma proativa e menos receptora. A presente pesquisa, de abordagem qualitativa, propôs-se investigar a aplicação da metodologia ativa Think Pair Share no Ensino Fundamental I. Para tanto, foi desenvolvida uma sequência de atividades com o tema astronomia com ênfase para o tópico lua, em que os alunos tiveram que pensar em conjunto, discutir em pares e efetuar relações com a mediação do professor. O desenvolvimento desta estratégia foi considerado positivo, pois os alunos se mostraram engajados nas atividades e responderam satisfatoriamente a ela. Foi constatada escassez de material de pesquisa sobre metodologias ativas aplicada ao Ensino Fundamental I no Brasil, o que sinaliza a necessidade de aprofundar as práticas e efetuar um registro reflexivo sistemático sobre as mesmas. / Learning Active Methodologies are teaching strategies to mobilize students to build knowledge through a more proactive and less receptive way. This research, of a qualitative approach, has proposed to investigate the application of active methodology Think Pair Share in Primary Education. Therefore, a sequence of activities was developed with the theme of astronomy with emphasis on the topic moon; students should think together, discuss in pairs and build relations with the mediation of the teacher. The development of this strategy has been positive because students were engaged in activities and responded satisfactorily. There is a shortage of Active Methodologies research material applied to Primary Education in Brazil, this shows the need of deepening the practices and create a systematic reflective record on them.

Tidigare forskning visar att om lärare utformar NO-lektioner med inslag av kritiskt tänkande, skapar elever ett större positivt intresse till undervisningen och attityderna förändras till dess innehåll. Syftet med studien är att ta reda på hur NO-lärare arbetar med att utveckla elevers kritiska tänkande samt om de kan använda färdigt material. Semistrukturerade intervjuer har genomförts med sex olika mellanstadielärare och det visade sig att lärarna använder tre strategier för att nå dit, vilka är repetition, progression i olika NTA- laborationer samt skriva kritiska frågor och arbeta utefter EP A-modellen. Studien visar att de intervjuade lärarna anser att det är viktigt att utveckla elevers kritiska förmågor och lärarna arbetar aktivt med detta på lektionerna. Avslutningsvis framhåller studien att lärarna aktivt behöver arbeta med elevers kritiska tänkande och med NTA-materialet, samt att Concept Cartoons hjälper läraren i denna process. / Previous research shows that if teachers design their science classes with elements of critical thinking, pupils’ create a greater positive interest in the teaching and attitudes change towards its content. The purpose of this study is to find out how science teachers work to develop pupils' critical thinking and whether they can use ready-made material. Semi- structured interviews have been conducted with six different middle school teachers and it turned out that the teachers use three strategies to get there, which is repetition, progression in different NTA laboration and writing critical questions and working according to the Think- Pair-Share model. The study shows that the interviewed teachers believe it is important to develop pupils' critical abilities and the teachers work actively with this during class. In conclusion, the study highlights that teachers need to actively work with pupils' critical thinking and the NTA-material and Concept Cartoons help the teacher in this process.

AbstractThe purpose of the present study is to find out how three high school teachers with different subject skills use interaction and interplay in their teaching. The main part of the study is based on observations of six different class sessions in history, religion, Swedish as a second language and regular Swedish. The study also includes interviews with the sessions’ corresponding teachers. The final analysis focuses on the forms of teaching, where the focus is on interaction and interplay, as well as multimodality in teaching contexts. The result is compared to the Läslyftet modules that relate to interaction and interplay, and also multimodality for the purpose of language development. The results show which interactive and multimodal strategies are used when interacting with students. Furthermore, the results show interest and commitment, as well as learning potential, potential support by applying explanations, clarifications, discussions, conversations, the Think-Pair-Share model part and the Initiate-Response-Feedback pattern (IRF) to enable students to reformulate to written language style and recontextualize their responses. In this way, knowledge and language development have been made visible in ongoing teaching.

La présente recherche collaborative vise à mieux cerner le concept de justification à la suite d’une lecture littéraire. Plus précisément, nous avons identifié les stratégies justificatives utilisées par des élèves de 2e année (N=5) et de 4e année (N=6) et les enseignantes de 2e et de 4e année (N=2, soit une enseignante par niveau) lors de l’élaboration de leurs réponses à la suite d’une lecture oralisée par les enseignantes. Nous voulions également vérifier si le degré d’étayage offert avait un impact sur la fréquence et la diversité des stratégies justificatives utilisées par les élèves de 2e et de 4e année. Trois dispositifs didactiques ont été utilisés : la lecture interactive, la lecture REP (Réfléchir-Échanger-Partager) et le cercle de lecture. Les enseignantes de 2e et de 4e année ont utilisé les mêmes albums et les mêmes questions liées aux quatre dimensions de la lecture (compréhension, interprétation, réaction, jugement critique plus particulièrement lié à l’appréciation d’un texte littéraire) avec leurs élèves lors des discussions. Les enseignantes ont également évalué les justifications écrites des élèves et elles ont exprimé à voix haute les critères d’évaluation sur lesquels elles se sont appuyées pour juger de la qualité d’une justification. Nos résultats indiquent que 16 stratégies justificatives sont utilisées par les élèves ou les enseignantes : Appel à un extrait, une citation ou un exemple tirés du texte; Appel à un exemple qui n’est PAS tiré du texte ou de son expérience personnelle; Appel aux illustrations; Appel à une comparaison; Appel à des images fortes ou à des métaphores; Appel à un message à portée philosophique; Appel à son expérience personnelle; Appel à la visualisation; Appel aux propos des pairs, de l’enseignante ou de l’autorité; Appel à des informations implicites; Appel aux intentions des personnages; Appel aux intentions de l’auteur ou de l’illustrateur; Appel à porter un jugement; Appel à des indices linguistiques; Appel à utiliser le métalangage du schéma narratif et Appel à des mots précis pour exprimer sa justification. Les élèves de 4e année utilisent davantage de stratégies justificatives, soit en fréquence, mais également en variété lors de l’élaboration de leurs justifications. Ils sont également les seuls à utiliser la stratégie justificative Appel à des indices linguistiques. Nous avons recensé plusieurs techniques utilisées par les enseignantes de 2e et de 4e année pour soutenir les élèves lors de l’élaboration de leurs justifications. D’ailleurs, nos résultats indiquent que les capacités justificatives des élèves varient selon le degré d’étayage offert par les enseignantes (Approche partagée et guidée). Pour la lecture interactive, les élèves de 2e année « apprennent à utiliser » leurs stratégies justificatives dans ce dispositif grâce aux stratégies modélisées, partagées et guidées et les élèves de 4e année « développent leur autonomie » en utilisant leurs stratégies justificatives en lecture interactive de façon autonome. Nous constatons également que l’emploi des stratégies justificatives de haut niveau par les enseignantes pousse les élèves à utiliser des stratégies qu’ils utilisent peu ou pas habituellement. La lecture REP est le dispositif didactique qui a permis de générer le plus de stratégies justificatives de la part des élèves de 2e année. Grâce à sa structure, plusieurs niveaux d’étayage sont possibles, ce qui permet aux élèves de 2e et de 4e année de s’entraider dans la construction de leurs justifications (approche guidée par les pairs). Le cercle de lecture, tel qu’utilisé par les enseignantes dans le cadre de cette recherche, s’avère le dispositif le moins efficace pour les élèves de 2e année. La baisse du nombre de stratégies justificatives observées est directement liée au faible niveau d’étayage offert par l’enseignante. En revanche, le cercle de lecture apparaît comme un dispositif didactique plus pertinent pour les élèves de 4e année. C’est d’ailleurs le dispositif qui a généré le plus de stratégies justificatives de leur part. Par sa structure, il permet aux élèves d’aider leurs pairs (approche guidée par les pairs), mais également de coconstruire la discussion. Finalement, les deux enseignantes qui ont participé à ce projet de recherche identifient davantage de stratégies justificatives utilisées par leurs élèves et elles ont modifié leurs critères d’évaluation pour juger de la qualité d’une bonne justification lors de la deuxième phase d’évaluation. Nous croyons que d’orienter la formation vers l’évaluation en aide à l’apprentissage permettrait aux enseignants du Québec de mieux identifier, rétroagir et réguler les stratégies justificatives de leurs élèves. / This collaborative research aims to better understand the concept of reading response. More specifically, we have identified the strategies used by 2nd (N=5) and 4th grade students (N=6) and teachers (N=2) when developing their responses. We also wanted to check whether the degree of support offered had an impact on the frequency or diversity of the response strategies used by 2nd and 4th grade students. Three didactic methods were used: the interactive read aloud, the think-pair-share strategy and literature circles. Teachers in Grades 2 and 4 used the same literature books and the same questions related to the four dimensions of reading (comprehension, interpretation, reaction and critical judgement) with their students during the discussions. The teachers also assessed the students' written responses and we identified the criteria they used to judge the quality of a good response. Our results indicate that 16 response strategies were used by students or teachers to develop their response to literature: Use of an excerpt, a quote or an example from the text, Use of an example that is NOT taken from the text or its personal experience, Use of an illustration, Making a comparison, Use of a strong image or metaphor, Use of a philosophical message, Use of a personal experience or a connection with one's life, Visualization, Reinvesting the response of a peer, teacher or authority, Use of implicit information or inferences, Use of characterization, Noticing author’s purpose and illustrator’s intent, Use of a judgment, Use of linguistic cues, Use of structures and features of the narrative text to describe an element of the story and finally, Use of specific and precise words to respond. Grade 4 students use more response strategies, not only in frequency, but also in variety when developing their reading responses. They are also the only ones to use the response strategy: Use of linguistic cues. Several techniques are used by 2nd and 4th grade teachers to support students in developing their responses. Our results indicate that the students' responses strategies vary according to the degree of support offered by the teachers (shared and guided approach). 8 Regarding the results related to the interactive read aloud, 2nd grade students "learn to use" their strategies in this didactic method through modeled, shared and guided strategies. 4th grade students "develop their autonomy" by using their response strategies independently during interactive read alouds. We also find that the use of high-level response strategies by teachers pushes students to use response strategies that they don’t usually, or rarely, use. The Think-Pair-Share strategy is the didactic method that has generated the most response strategies on the part of 2nd grade students. Thanks to its structure, several levels of support are possible, which allows the students to help each other in the construction of their responses (peer-guided approach). Literature circles turn out to be the least effective method for 2nd grade students. The drop in the number of response strategies observed is directly linked to the low level of support offered by the teacher. On the other hand, literature circles are an interesting didactic method for 4th grade students. It is the method that generated the most response strategies. By its very structure, it allows students to help their peers (peer-guided approach), but also to co-construct the discussion. Finally, the teachers who participated in this research project identified more response strategies at the end of this project than they did before it began. We also note that their evaluation criteria for judging the quality of a good response deepened during the second evaluation phase. More research is needed to better understand the teaching practices that promote the development of reading response. We believe that orienting training towards formative assessment would allow teachers in Quebec to better identify, give feedback and support the response strategies of their students.