Transfer of

Learning

What is Transfer?

It is the ability to take understanding acquired in one context and apply it to a different context.

It occurs when previous learning affects current performance.

What is meant by the transfer of learning?

When we talk about the transfer of learning we are interested in the extent to which learning is transferred from one context to another. Transfer of training is often used synonymously with transfer of learning. Within this book transfer of training is considered a subset of transfer of learning.

Forms of Transfer:

General transfer •The ability to apply knowledge

or skills learned in one context in a variety of different contexts.

Specific transfer•The ability to apply

information in a context similar to the one in which it was originally learned.

Factors Affecting the Transfer of Learning

Similarity Between Learning SituationsDepth of Original Understanding

Quality of Examples

Variety of Examples

Learning Context

Emphasis on Metacognition

Positive Transfer vs.

Negative Transfer

Positive transfer• occurs when the solution of an

earlier problem facilitates solution of a later problem.

Negative transfer • occurs when the solution of an

earlier problem impedes solution of a later problem.

Other Types of Transfer

• Spontaneous and automatic.• It occurs when a highly practiced

skill is carried over from one situation to another, with little or no reflective thinking.

Low-road

transfer• It occurs when you consciously

apply abstract knowledge you have learned in one situation to another situation.

High-road

transfer

•Transfer that occurs when a person intends to bring knowledge to a new situation.

Forward-reaching transfer

•Realization of the applicability of what you learned in the past only after it becomes relevant.

Backward-reaching transfer

The Meaning of Transfer in Teaching

Example:

A simple case of transfer would be the following:

A pupil learns 4 x 9 = 36

This should help him learn 9 x 4 =36

And 40 x 90 = 3600

These simple feats of transfer, which to the reader may appear as being close to identities are not always easy for the beginner.

Common Misconceptions about Transfer

The first and most common error in thinking about transfer is that it takes place through a process of “formal discipline.”

The second misconception is just the opposite of the first, and probably grew up as a reaction against it. This is the notion that nothing transfers from one situation to another except specific facts or definite identities.

Common Misconceptions about Transfer

A third error which emasculates the effect of teaching nearly as much as the first two, is the notion that transfer of learning is automatic.

Finally, the emphasis which books about learning and psychology have given to the topic of transfer has tended to create the impression that somehow transfer and learning are different.

Teaching for

Transfer

Ways teachers can promote student’s transfer of knowledge and

training

Meaningfulness

Encoding Specificity

Organization

Discrimination

List of suggestions which should form the basis of teaching for transfer:

Have clear-cut objectives.

Study the course content to find what it contains that is applicable to other school subjects and to out-of-school life.

Select instructional materials which are best suited to the job of making relationships apparent.

Let students know when to expect tranfer, what kinds to expect, and the benefits which it can bring them.

Use methods of teaching which will facilitate transfer.

Provide practice in transfer. It is not enough to point out relationships. Students should be given practice in finding relationships on their own. Tests of application, guided discussion, and actual class projects ought to provide this kind of experience.

Concentrate on the process of learning as well as upon products. Do not be satisfied with a right answer or solution, but probe to find out why a certain answer was given, and discuss with the class the steps which led to their answers.

Group 8

Members:

Kimberly Cecogo

Bea Kristia Rebuton

Ma. Regina Valencia

BSPS 2A

References

Books

Eggen, P., Kauchak, D. (2010). Educational Psychology, 8th Edition. New Jersey: Pearson Education, Inc.

Di Vesta, F., Thompson, G. (1970). Educational Psychology Instruction and Behavioral Change. New York: Meredith Corp.

Internet

http://www.mondofacto.com/facts/dictionary?transfer+of+learning

http://learnweb.harvard.edu/alps/thinking/docs/traencyn.htm