When first studying transfer,I had never learned about it in another class. Three things that I learned about transfer were
Here are the three learning goals in module 13.
1.Contrast the specific versus general view of transfer with the high-road versus low-road view.
The specific view of high and low road transfer is that if the two topics that are being transferred have a connecting factor, they will transfer easier. This is true since there are connecting topics that relate the two topics back to each other.
The general view of high and low transfer is that the transfer comes naturally and automatically.
2.Explain why high-road transfer is more difficult to achieve than low-road transfer.
High-road transfer is more difficult because it does not come automatically as low-road transfer does. For high-road transfer, one must conscious think about what they can take from a previous task and apply it to their current task.
3.Identify four teaching principles that support transfer, and explain how each facilitates transfer.
Are you thoughtful of the principles of transfer as YOU engage in the learning process of this course? I believe that I am thoughtful of the principles of transfer but not always. I am thoughtful of it when I realize that I am doing it. I am also thoughtful of it when I think back on a previous skill that could help me with my current problem I am trying to solve. In the future to increase the likelihood that I will use transfer, I will focus on what I know from past experiences and think consciously of how I can currently use them. By practicing this, it will become more automatic and therefore I will do it more often.
Sources:
Bohlin, Lisa. Durwin, Cheryl Cisero. Reese-Weber, Marla. EdPsych Modules. Second Edition. Mc Graw Hill. New York, NY 2012. Print.
- Transfer is "the influence of prior knowledge, skills, strategies, or principles on new learning"(Bohlin). Knowing what transfer is will help me to use it in the future, and make a conscious effort to use it more often.
- There are two different types of transfer, high and low road. Knowing this, I can now consciously use high-road transfer to figure out different problems I run into.
- To help children practice low-road transfer, they should be reflective, use a variety of contexts, over learn.(Bohlin) By knowing this, I can use it one day in my elementary school classroom so help my students practice low-road transfer effectively.
Here are the three learning goals in module 13.
1.Contrast the specific versus general view of transfer with the high-road versus low-road view.
The specific view of high and low road transfer is that if the two topics that are being transferred have a connecting factor, they will transfer easier. This is true since there are connecting topics that relate the two topics back to each other.
The general view of high and low transfer is that the transfer comes naturally and automatically.
2.Explain why high-road transfer is more difficult to achieve than low-road transfer.
High-road transfer is more difficult because it does not come automatically as low-road transfer does. For high-road transfer, one must conscious think about what they can take from a previous task and apply it to their current task.
3.Identify four teaching principles that support transfer, and explain how each facilitates transfer.
- --Develop automaticity of skills: This can help with low-road transfer so that it can happen easily and automatically
- Promote meaningful learning: This can help with high-road transfer since it encourages and reinforces conscious thinking and recalling of facts
- Teach metacognitive strategies: This can help students to question why they thought of a certain idea. This promotes enhanced thinking which helps with transfer.
- motivate students to value learning: This can encourage kids to enjoy thinking and learning which in turn can influence transfer.
Are you thoughtful of the principles of transfer as YOU engage in the learning process of this course? I believe that I am thoughtful of the principles of transfer but not always. I am thoughtful of it when I realize that I am doing it. I am also thoughtful of it when I think back on a previous skill that could help me with my current problem I am trying to solve. In the future to increase the likelihood that I will use transfer, I will focus on what I know from past experiences and think consciously of how I can currently use them. By practicing this, it will become more automatic and therefore I will do it more often.
Sources:
Bohlin, Lisa. Durwin, Cheryl Cisero. Reese-Weber, Marla. EdPsych Modules. Second Edition. Mc Graw Hill. New York, NY 2012. Print.