## Key Ideas > [!abstract] Core Concepts > > - **The Holy Trinity**: Works synergistically with Mini-Whiteboards and Cold-Call for complete participation > - **40-80% Sweet Spot**: Most effective when enough knowledge exists for productive discussion but not universal understanding > - **Thinking Time First**: Always give silent processing time before discussion to prevent "umming and ahing" ## Definition **Turn and Talk**: Structured paired discussion where all students in the class participate simultaneously in focused conversation, different from informal work-time conversations (Kagan, 1994; Johnson & Johnson, 1999). ## Connected To [[Participation]] | [[Mini-Whiteboards]] | [[Cold-Call]] | [[Wait Time]] | [[Responsive Teaching]] | [[Culture of Error]] --- ## The Holy Trinity Three strategies work together for student participation and checking for understanding: Mini-Whiteboards, Turn and Talk, and Cold-Call. Each addresses gaps the others cannot fill alone. Mini-whiteboards provide individual responses, allowing teachers to see all student thinking immediately. Turn and Talk allows peer processing and discussion. Cold-Call ensures accountability and shares thinking with the whole class. The combination creates complete participation where individual work, peer learning, and whole-class sharing each play a role. ## When to use Turn and Talk Turn and Talk works in specific situations. Overuse diminishes its impact; strategic deployment increases learning. ### Following a range of answers When students give mixed responses (40-80% correct range), Turn and Talk allows peer learning. This range provides sufficient expertise without universal understanding (Slavin, 1996). Display multiple answers on the board and ask students to discuss which answer is correct and why. The technique works when enough knowledge exists for productive discussion. ### Following an explanation After teacher-led instruction broken into small steps, ask students to turn to their partner and take turns talking through the steps just covered. This allows students to piece together the separate steps and sets up successful independent practice. ### Following a student's answer When a student gives an interesting response to Cold-Call, pause and ask the class to discuss what the student just said with their partner. Use this for both correct and incorrect answers to hide your tell. For example, if a student says "The answer is 30 because alternate angles are equal", pause and ask students to discuss what Emma just said. ### Following partial hands up When some hands are raised (40-80% range), use Turn and Talk before taking answers. Ask the question, then ask students to raise hands if they think they know. If 40-80% of hands are up, ask students to turn and talk about the question. After discussion, ask students to raise hands again if they think they know. Confidence usually increases. ### Following silence When no one responds to a question, ask students to turn to their partner and discuss what they think the answer might be. Rehearsing with one person makes sharing with the class less intimidating. Volunteers often emerge after discussion. ### As part of Think-Pair-Share Think-Pair-Share structures individual thinking time, paired discussion, and whole-class sharing. Students first think silently, then discuss with a partner, then selected pairs share with the whole class. ### As part of the 4-2 approach For consolidation or problem-solving activities, alternate 4 minutes of silent independent work with 2 minutes of paired discussion. Repeat the cycle. This gives time for progress but prevents students getting stuck. ### When not to use Turn and Talk When less than 40% of students understand, avoid Turn and Talk. Not enough knowledge exists in the room; confusion will spread. Two confused students cannot teach each other; they can only pool their misconceptions. Instead, explain before rechecking understanding. ## Making Turn and Talk effective Deliberate structural choices channel conversation towards learning rather than pointless chatter. ### Give thinking time first Teachers often ask "What's a good first step to solve this problem? Discuss with your partner." Students have not had time to think, so discussion starts with umming and ahing or the quicker partner dominates. Give silent thinking time (minimum 3 seconds) between question and discussion (Rowe, 1986). Ask the question, pause, instruct students to think silently for 5 seconds, wait, then ask them to discuss with their partner. ### Get students to write down response first Writing before talking improves discussion quality by ensuring both partners arrive with considered ideas. Writing forces thinking time because silent periods feel longer than they are. It prevents working memory overload during discussion; students can listen actively instead of trying to remember their answer. It also provides a frame of reference for discussion. Ask students to write down their answer first before discussing. ### Use mini-whiteboards for discussion support Two techniques combine mini-whiteboards with Turn and Talk. First, swap and annotate: students write initial answers on mini-whiteboards, swap boards with their partner, annotate each other's work with questions or comments, then discuss the annotations. Second, use a shared board: place a single mini-whiteboard between partners that both can refer to during discussion and use to note down key points from conversation. The shared board changes body language as students lean in, creating more focused discussion. ### State who talks first Stating who talks first prevents awkward silence or talking over each other, ensures quieter students get equal opportunity, and makes the process smooth. Give clear instructions such as "Person on the left goes first", "Person closest to the door starts", "Person whose name comes first alphabetically begins", or "Higher house number talks first". ### Announce when to switch speaker Announcing when to switch speaker ensures equal contribution from both partners, prevents one student dominating, and keeps discussion focused. Signal the switch by shouting "Switch!", clapping hands, using a timer or alarm, or telling students in advance "30 seconds each, I'll tell you when to switch". ### Ensure students have something to discuss Weak Turn and Talk sessions involve students stating their answers then sitting in awkward silence. Productive discussion requires clear next steps beyond initial sharing. If they disagree with their partner, ask "Can you convince them you are correct?" or "Where exactly do you think they went wrong?" If they agree with their partner, ask "Discuss why someone else might think a different answer is correct" or "Can you think of another method to get the same answer?" Provide conversation stems such as "I think the answer is ___ because ___", "I agree/disagree with what you said because ___", or "That reminds me of ___". ## Teacher actions during Turn and Talk Whilst students discuss, shift from instructor to observer gathering information for teaching decisions. ### Circulate strategically Listen for widespread misconceptions, interesting explanations, and good examples to share later. Look for productive discussions to highlight and pairs needing support. Be close enough to gather information but not so close that students perform for you instead of discussing. ### End on the crest of a wave Stop when discussions are most lively, not when they are fizzling out. Students should wish they had more time. This brings momentum into whatever comes next. ## After Turn and Talk Follow-up actions determine whether the technique builds learning or wastes time. ### Reinforce active listening Many conversations become parallel monologues where students wait to speak rather than engaging with their partner's thinking. Hold students accountable for listening by asking "Michael, what does Lucy think the answer is and why?" Avoid asking "Michael, do you agree with Lucy?" as he can answer the original question without listening. Give students three response options: agree with partner's answer, disagree with partner's answer, or build on partner's answer. ### Find discussions to share Ask questions that reveal productive conversations: "Put your hand up if you disagree with your partner's answer", "Put your hand up if you changed your mind during discussion", or "Put your hand up if your partner said something interesting". These identify the conversations worth sharing with the whole class. ### Re-check for understanding Verify learning with a related question that tests the same skill but requires fresh thinking. ### Hold the pair accountable Cooperative learning works when groups are rewarded based on individual learning of members, not group performance (Slavin, 1996). This prevents one partner carrying the other. When a student shows understanding, praise both partners. When a student shows lack of understanding, both partners need support. Establish the mantra "Helping others is the hardest job in this classroom". ## Advanced Turn and Talk techniques ### Multiple answer questions When questions have many possible correct answers, students write examples on mini-whiteboards, then discuss to compare answers. Ask students to mark their partner's answer with a tick if they agree or a question mark if they disagree. Share question marks for whole-class discussion. ### Error analysis focus Show a common misconception and ask students to turn and talk about where the student went wrong and how they would help them. This develops analytical thinking and peer teaching skills. ## Integration with other strategies Turn and Talk combines with other teaching strategies. With Mini-Whiteboards, write answers first then discuss, place boards between partners during talk, and use for annotation and shared reference. With Cold-Call, use Turn and Talk before Cold Call for complex questions, Cold Call after Turn and Talk to share thinking, and ask about partner's ideas not just their own. With Responsive Teaching, use when 40-80% of students understand, follow up with related questions to check learning, and adjust teaching based on discussion quality. With Culture of Error, make it safe to disagree with a partner, celebrate changed minds as learning, and use wrong answers as discussion starting points. ## Troubleshooting When students stay off-task, use shorter discussion times, more specific conversation prompts, and monitoring. Check if the question is appropriate for Turn and Talk. When one partner dominates, use structured turn-taking with time limits, announce switches, assign different roles such as questioner and explainer, and address cultural expectations about participation. When discussions have low energy, check if adequate thinking time was given, ensure students have something to discuss, use more engaging questions, and model productive discussion behaviours. When students claim they do not know, combine with No Opt-Out principles by asking "What did you and your partner discuss?", lower stakes with easier questions first, and ensure Culture of Error is established. Common setup issues include unclear expectations (front-load discussion purpose and format), no thinking time (require writing first), dominant partners (structured turn-taking with time limits), and off-task conversation (clear conversation prompts and monitoring). ## References Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. *Theory Into Practice*, 38(2), 67-73. https://doi.org/10.1080/00405849909543834 Kagan, S. (1994). *Cooperative learning*. Kagan Cooperative Learning. Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up! *Journal of Teacher Education*, 37(1), 43-50. https://doi.org/10.1177/002248718603700110 Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. *Contemporary Educational Psychology*, 21(1), 43-69. https://doi.org/10.1006/ceps.1996.0004