Taken from the little guide for teachers - Formative assessment

According to John Hattie's research, classroom discussion is one of the most effective ways to enhance learning. It has an effect size of 0.82, higher than the average effect size of 0.4. Although many teachers use the strategy of 'turn and talk to the person next to you' to allow children more time to think, my experience working with learning teams over the past 20 years has shown that randomly assigning talk partners and changing them frequently, has significant cognitive and social benefits. This method prevents children from being stuck with the same partner for extended periods, which can limit their learning opportunities. Teachers have reported that randomly assigning learning partners every week in primary school and every five or six lessons in secondary school leads to better student academic outcomes.

• Instant mixed ability

• Better behaviour

• Higher quality written work (because the discussions act as rehearsals J for writing)

• Inclusion (because 'hands up' is eliminated)

• Developing mutual 'respect regardless of gender, race, etc.

• Making new friends, so there are fewer cliques.

• Great support for those with English as a second language

• More confidence in talking in front of the class

• Learning from each other through discussion and peer support

• Greater focus and better listening