Sadler+Smith,+E+2012

Metacognition & Styles Chapter 8 of Handbook of Intellectual Styles - Zhang, Sternberg & Rayner From Google Books

Repertoire of intellectual styles important for learning and problem-solving in dynamic, time-pressured environments. "Learning to learn" and "thinking about thinking" are metacognitive processes. Metacognition relationship to styles underexplored or taken for granted.
 * Involves goal-oriented information processing
 * Self-awareness a precondition
 * Instructor awareness of style leads to likelihood of their being incorporated

Metacognition = self-awareness and intentional orientation to representation and processing of information during learning, problem-solving and decision making Styles perspective Improves with domain knowledge. Is trainable.
 * Knowledge of cognition - knowledge of ourselves as learners & our own style preferences
 * Regulation of cognition - planning, information management, monitoring & evaluation

Intellectual style umbrella term for learning and cognitive styles. Style = relatively stable states with respect to learning and thinking that people have a proclivity to enter into and are more or less adaptive.

Zhang & Sternberg (2005 & 2009) 3 style types Type I - Low structure tasks - complex info processing - scope for freedom & originality Type II - More structured Type III - Combined

Type I suited as preparation for fast-moving world, field independent, innovative and intuitive. Desirable leadership behaviours. Interventions to help students move from style 2 to 1 Styles both value laden (best in certain contexts) and value free (all have a context).

Sadler Smith writing in context of higher education - metacognitive red...

Kolb applied metacognitive model to ELT. Cycle operates at both object (learning experience) and meta (learning model) levels. Meta compares object level to perceived style. Becoming a learner - metacognition is transformative. Deep processing = good metacognitive skills. Aware of both positive aspects and how style may be holding them back. Reflection is a form of metacognitive monitoring of experience and an experience in itself.

Experiential & Info processing = learning and cognitive Individuals own models may not be accurate. Can change over time Type I - reflective deep & holistic Enable learners to choose most appropriate learning strategy

Z& S threefold model of intellectual styles

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=============================== Awareness of their own style preferences can help learners to choose the most appropriate learning strategy. This awareness can be developed by reflecting on their learning experiences.

Authentic blogging may suit learners with a preference for z&S type I style who prefer unstructured tasks with scope for freedom and originality.