dc.contributor.author	Linale, Jamie
dc.coverage.spatial	United Kingdom of Great Britain and Northern Ireland
dc.date.accessioned	2022-10-05T14:51:45Z
dc.date.available	2022-10-05T14:51:45Z
dc.date.issued	2022
dc.description.abstract	Background and purpose: I conducted a case study at a primary pupil-referral-unit (PRU), exploring the use of construction-based, structured-play activities for the teaching and learning of the language of metacognition (LoM). Metacognition is important for developing independent learners and, in the context of a PRU, for both assisting students in obtaining academic outcomes similar to their mainstream counterparts and facilitating reintegration into mainstream settings. Aims: Engagement is a necessary pre-requisite for teaching and learning to occur, and in this report, I explore primary-PRU students’ engagement with the activities to determine if the activities are sufficiently engaging such that they can unfold in a manner consistent with their design. Study design or methodology: Three students at a primary PRU in the South-East of England participated in eight sessions of two construction-based, structured-play activities; both activities included ‘metacognition resources’ of my own design, which were intended to introduce students to the LoM. To explore engagement with these activities, context-specific indicators were obtained from observation of video and audio data, and a ‘Leuven-inspired’ scale of engagement, ranging from 1 (very low) to 5 (very high) was constructed and used to monitor engagement throughout the sessions. Findings: Considering the context and the archetypal PRU student, the activities were generally engaging. I found students to be sufficiently engaged such that the activities could unfold in a manner consistent with their design. The build process was, however, generally more engaging than the ‘metacognition elements’ of the activities. Implications for practice: The findings suggest that construction-based, structured play and the metacognition resources offer a viable means to engage students with metacognition. Such activities may provide a way to help students in PRUs develop independency in learning, facilitate their reintegration into mainstream settings, and improve their academic outcomes.
dc.identifier.uri	https://hdl.handle.net/20.500.14069/33
dc.language.iso	en
dc.publisher	Camtree: the Cambridge Teacher Research Exchange
dc.subject	pupil referral unit
dc.subject	alternative provision
dc.subject	metacognition
dc.subject	self-regulated learning
dc.subject	engagement
dc.title	Assessing engagement with construction-based, structured-play activities designed for the teaching and learning of the language of metacognition in a primary Pupil Referral Unit
dc.type	Research Report
lrmi.educationallevel	ISCED Level 1 Primary education
lrmi.targetname	iscedf13::Generic programmes and qualifications::Personal skills and development
lrmi.typicalagerange	9-11

Assessing engagement with construction-based, structured-play activities designed for the teaching and learning of the language of metacognition in a primary Pupil Referral Unit

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