How can the use of structured organisers improve my P2 class’s engagement with the success criteria in writing?

This study investigated how educators can use structured organisers to support metacognitive development in a group of 6 to 7 year old children engaged in individual writing tasks. Research was carried out from a Scottish perspective. Metacognitive learning is now recognised as important in schools, however how to support metacognitive development in young learners has not been widely researched. This paper focused on self-regulation, something that is key to ensuring the active control over the cognitive processes engaged in learning. A mixed method approach was taken to avoid inaccuracies due to the small sample size of six children. Each child completed four pieces of writing, some involving the use of organisers, aimed at providing children with a metacognitive scaffold. Findings showed that structured organisers have the potential to be an effective way of scaffolding children’s metacognitive development. However, definite assumptions about the educational effectiveness of using structured organisers cannot be made due to the small scale of the project. Normal 0 false false false EN-GB JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-fareast-language:EN-US;}