Transfer Like a Champ!. By Michelle Brazeal. Transfer Training. Why do we teach?. Transfer Training. Transfer: The ability to extend what has been learned in one context to new contexts. Transfer Training. Now let’s do some boxing….
Transfer Like a Champ!
By Michelle Brazeal
Why do we teach?
Transfer: The ability to extend what has been learned in one context to new contexts
Now let’s do some boxing…
Aunt Maud wants to pack a box of breakables and mail the package to her sister. How could she pack the items so that nothing gets broken?
You are working for an electrical distributor. It is your job to find the most efficient way to pack the trucks, even with an inventory of thousands of products. As customers order products to be shipped, you need a quick way of taking whatever combination is ordered and packing with care and efficiency. Let’s say a customer orders 24 lamps, 2 fixtures, and 3 transformers…
When teaching in this manner, there is no meaning for the student.
Ex: The concept of linear functions is more clear when contrasted with non-linear functions
“Learners of all ages are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others.”
We should view transfer as a dynamic process that requires learners to actively choose and evaluate strategies, consider resources, and receive feedback. Transfer is not just solving a set of “transfer problems” right after the initial learning task, but asking questions/prompting appropriately for the level of your students.
The instructional procedure is reciprocal in the sense that a teacher and a group of students take turns in leading the group to discuss and use strategies for comprehending and remembering text content.
- when people construct a coherent representation of information while deeply misunderstanding the new information (Ex: Fish is Fish)
Emphasis on individual work
“Mental work” used to solve problems
Abstract reasoning emphasized
Many settings are working with others
Heavy use of tools to solve problems
Contextualized reasoning often used
The most effective transfer may come from a balance of specific examples and general principles, not from either one alone.