John Flavell is credited with developing the theory of meta-cognition, originally coined metamemory. Flavell described metamemory as "an individual's ability to manage and monitor the input, storage, search and retrieval of the contents of his own memory" (Cooper, 2009). Flavell's theory draws upon Jean Paiget's idea of intentionally. For Flavell metamemory or meta-cognition is intentional thus the process is "deliberate and goal-directed, and involves planning a sequence of actions" (Cooper, 2009). Cooper (2009) notes that Flavell's inclusion of intentionally has been the subject of debate among some scholars as Reder and Schunn, Kentridge and Heywood who argue that meta-cognition can occur unconsciously.
According to Flavell, meta-cognition is comprised of person knowledge, task knowledge, and strategic knowledge. Person knowledge encompasses understanding one's own capabilities. Task knowledge is concerned with a person's level of perception of the level of difficulty of the task. Strategic knowledge is the learner's capability to use strategies to learn information.
In reading about meta-cognition, two ideas stand out for me, Flavell's idea of meta-cognition as intentional and the three aspects of meta-cognition, person, task, and strategy. Firstly, the idea that meta-cognition is intentional means that it can be developed and honed with conscious effort. Therefore through practice, learners can become more efficient learners. Throughout my post-secondary education and in my work at the university, I have witnessed a number of exceptional people with brilliant minds who lack the proper tools for learning. Brilliance is not enough to be successful in post-secondary education, you must have the proper tools and work ethic for seeing a job through to completion. Secondly, the tripartite framework acknowledges the need to understand and develop one's own capabilities, the perception of the task, and the strategies for learning. For me, this means that anyone can succeed with effort and understanding. It is interesting that it is the perception of the difficulty of the task and not the actual difficulty of the task. This idea comes back to the expectancy theories in which success can breed success. Essentially for me with enough effort, success is within the grasp of every learner.
Two years ago, I had the opportunity to work as a teaching assistant for an outstanding new program, the Foundation program. While I was not aware of it in the moment, this program was a great example of meta-cognition at work.
First let me provide some background information about the Foundation program. The University of Northern British Columbia (UNBC) began a pilot program in the Fall of 2012, called the Foundation program. This program seeks to give first year students the skills necessary to be successful in their academic careers. The learning outcomes of the Foundation program are:
- Appropriate depth and breadth of knowledge and skills
- Analytical, critical, and creative thinking skills
- Liberality, inclusiveness, and an appreciate of diversity
- Personal growth, leadership skills, and effective communication
- Life-long learning and intellectual development
- Engaged citizenship from the local to global levels (UNBC, 2012)
Built around the principles of establishing a cohort for better student connection and an integrated curriculum, the Foundation program is comprised of 6 courses, 3 each semester taught by 5 instructors. Representatives from other campus support programs, such as the Access Resource Centre (formerly Disability Services) and the Academic Success Centre, are invited in as needed. While it would appear that this complement draws heavily upon the resources of the university, these services are available to all courses and programs and are viewed as an investment in the students' future. The program has an embedded librarian and 2 teaching assistants per semester. Each semester, the 3 instructors teach courses created around interconnected core themes and skills. In the Foundation of Learning courses, FNDS 101 (Fall) and FNDS 106 (Winter), students work through the assignments and readings of the other 2 courses.
In the Foundation of Learning courses, the students are essentially taught the fundamentals of meta-cognition. For example, as a class, the FNDS 101 students would take one of the readings assigned in FNDS 104: Peoples, Places, and Culture and learn how to find the thesis statement, see each movement of the argument, read another article that opposes it to identify conflicting viewpoints along with being taught reading strategies including note taking, concept mapping, reflection, self-questioning, and reading aloud for comprehension. Students are given a variety of tools and resources, including computer access in the classroom, whiteboards, flipcharts, instructors, a librarian and teaching assistants, at their fingertips and are encouraged to explore what works for them.
Our exploration into meta-cognition began on the first day of classes, when students, instructors, and support staff completed a learning styles inventory (http://learning-styles-online.com/). The implications of learning styles was explored and developed throughout the course and specifically through assignments such as the aforementioned article reading assignment. For instance, visual learners may find concept mapping helpful, whereas social learners gain more from discussing the reading with fellow classmates.
As the course progressed, the mechanics of learning were discussed and suggestions for strategies were presented to the students on topics ranging from exam anxiety and library anxiety, to time management and note taking. Instructors and teaching assistants shared strategies and tips they use, as well as their own experiences with the intent that students would see instructors as simply fellow learners. A range of strategies were discussed and the safe, cohesive environment provided a safe space for learners to experiment with what strategies helped them learn best. Failure was not only expected but encouraged as it was seen as an essential piece of the learning puzzle. Even topics such as how the university is organized were discussed in class. Students felt safe to ask questions that first year students usually need to learn through their experience with the institution. For those who are familiar with the organization, run the university works seems intuitive but for new students this is often a mystery. Even the proper etiquette on how to address professors is a foreign concept to first time students. Even having completed by BA and MLIS, I often came away from the Foundation classes with a take away that would make my current graduate work easier.
As a librarian working on the Reference desk, I often saw the advantage of this program as the Foundation program students appeared to be more organized and advanced in their approach to researching their assignments.
While the Foundation program appears unique in its open exploration of meta-cognition, all teaching experiences can draw upon the wealth of rich resources that the Foundation program incorporated. As a new instructor, there were many takeaways from this experience that I have tried to incorporate into my teaching. I have my students complete a learning styles inventory in order to bring awareness about how best they can learn. As a reflective teaching practice, I attempt to include as many of the learning styles as possible when presenting course content and assignments. Whereas the Foundation program had an embedded librarian, I invite the library into the classroom, and often take the students to the library, and work with librarians on assignment creation whenever possible to build a better connection between the students and the library. I invite representatives from the other support programs on campus into the classroom when appropriate and encourage students to seek these services. I work with students to uncover the mechanics of learning by openly discussing things such as how to take a test, read an article, and complete assignments.
Many students believe there is a mystery to being successful in academia but really it is less about being brilliant and more about effective work habits, time management, and completing the assigned work. Meta-cognition is the key, when you understand the best way for you to learn, you can use this to your advantage.
Works Cited:
Cooper, Susan. (2009). Flavell: Metacognition. Theories of Learning in Educational Psychology. Retrieved from http://www.lifecircles-inc.com/Learningtheories/learningmap.html.
Learning Styles Online. (2011). Learning Styles Inventory. Learning Styles Online. Retrieved from http://www.learning-styles-online.com/inventory/.
Merriam, Sharan, B. Caffarella, Rosemary S. and Baumgartner. Lisa M. (2007). Learning in Adulthood: A Comprehensive Guide. San Francisco: John Wiley and Sons.
Metacognition. (2013). In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Metacognition.
University of Northern British Columbia. (2012). Foundation Year Curriculum Program. University of Northern British Columbia. Retrieved from http://www.unbc.ca/calendar/undergraduate/foundation-year.
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