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Evidence-based Practice in Pair Work
At the conclusion of the Northwest Practitioner Knowledge Institute, participants integrated what they had learned from their experiences and the empirical evidence from the research to determine the evidence-based practices that they recommended to other teachers. The advice they gave to other teachers about using pair work included:
- Teachers need to learn to not always intervene. Squelch that urge to jump in. Urge students to solve their own problems, and intervene only by invitation.
- Pair work activities work with low-level students.
- Explain to the class, tutors, and administration what pair work is and how to do it.
- Good set-up is necessary. Model for students the set-up for the task
- Give the activity some time; sometimes giving the students extra time produced richer negotiation.
- Use an observation checklist to focus the teacher’s attention on key points—to observe negotiation.
- Model (role play and talk about) good and bad partnering.
- Try a variety of activities—structured and more open.
- It is helpful to make it a routine/structure.
- Reflect on what happened—good and bad—by yourself and with your students.