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Teaching for Transfer Part I

Teaching for Transfer Part I. HIGH. TRANSFER OF LEARNING. MEANINGFUL LEARNING (RELATEDNESS AND RELEVANCE OF CONCEPTS). LONG TERM RETENTION. Student Learning Expectations. ROTE LEARNING (FACT RECALL, PROCEDURES/STEPS, DISCONNECTED REPITION). LOW. NO LEARNING (NO COGNITIVE CONNECTION).

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Teaching for Transfer Part I

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  1. Teaching for TransferPart I

  2. HIGH TRANSFER OF LEARNING MEANINGFUL LEARNING (RELATEDNESS AND RELEVANCE OF CONCEPTS) LONG TERM RETENTION Student Learning Expectations ROTE LEARNING (FACT RECALL, PROCEDURES/STEPS, DISCONNECTED REPITION) LOW NO LEARNING (NO COGNITIVE CONNECTION)

  3. TRANSFER OF LEARNING The ability to use current skill and knowledge to solve new problems. How will we know that developing the ability to transfer is being targeted in instruction?

  4. HOW?

  5. Consider questions that you will ask and actions that you will take during this discussion so that you develop a foundational understanding to begin this work with your math teachers. Explicitly share with students that they are developing the skill of transfer. Factor in the degree of original learning (rigorous exposure). Identify essential and unvarying elements within the concept. Consider similarity of the events (prior context and new context). Design assessments that determine transfer skill development.

  6. Explicitly share with students that they are developing the skill of transfer. Explicitly share with students that they are developing the skill of transfer. Factor in the degree of original learning (rigorous exposure). Identify essential and unvarying elements within the concept. Consider similarity of the events (prior context and new context). Design assessments that determine transfer skill development.

  7. Explicitly share with students that they are developing the skill of transfer. Most students do not understand that TRANSFER is the purpose of school. They are convinced from prior experience and the nature of most assessments that the goal is to recall content. Be explicit that our “transfer” goal is much different than the “recall and interpret” goal. • Establish and highlight transfer goals with students. When working on transfer, post the concept on the board and discuss as a class. • Have students record what transfer means and what new ways of thinking are needed in order to develop this ability. • “Initially you may repeat approaches that I teach you or that you develop in your groups, but at the end of this unit you will have to transfer this learning to a new situation.”

  8. Factor in the degree of original learning (rigorous exposure). Explicitly share with students that they are developing the skill of transfer. Factor in the degree of original learning (rigorous exposure). Identify essential and unvarying elements within the concept. Consider similarity of the events (prior context and new context). Design assessments that determine transfer skill development.

  9. Factor in the degree of original learning (rigorous exposure). Identify major clusters in your curriculum and ensure that they are taught in a rigorous manner.

  10. What is the relationship between __________________ (concept) and ________________ (concept)? • How does _______________ (concept) impact/affect/influence ________________ (concept)? • Why do/does ________________ (concept) _________________ (verb: create, determine) ______________ (concept)? • What is the role/purpose of ________________ (concept) in _______________(concept)? End of Unit Concept Questions

  11. Explicitly share with students that they are developing the skill of transfer. Factor in the degree of original learning (rigorous exposure). Identify essential and unvarying elements within the concept. Identify essential and unvarying elements within the concept. Consider similarity of the events (prior context and new context). Design assessments that determine transfer skill development.

  12. Identify essential and unvarying elements within the concept. Once the unit of study has been taught in a rigorous manner, extend to teach for transfer of learning. • Identify the critical elements that make the concept ”what it is” • Critical elements allow us to categorize in the absence of an explicit prompt. • Ensure recognition regardless of the variance of other conditions. Action: Have students explore and describe the unvarying elements aligned with the concept. These unvarying elements are then used to identify the concept in an unknown context.

  13. Quadratic Function (throughout the unit – exposure to this type of thinking – highlight essential elements over time) What makes a relationship a quadratic function? What are the essential and unvarying elements that allow us to identify quadratic functions? • ? • ? • ? • ?

  14. Generalizations If a relationship is quadratic, then________________ Action: Have students form generalizations aligned with the concept.

  15. Explicitly share with students that they are developing the skill of transfer. Factor in the degree of original learning (rigorous exposure). Consider the similarity of the events (prior context and new context). Identify essential and unvarying elements within the concept. Consider similarity of the events (prior context and new context). Design assessments that determine transfer skill development.

  16. Transfer Opportunities Low Road Context 3 Context 1 Context 2 High Road Context 1a Context 1

  17. Explicitly share with students that they are developing the skill of transfer. Factor in the degree of original learning (rigorous exposure). Design assessments that determine transfer skill development. Identify essential and unvarying elements within the concept. Consider similarity of the events (prior context and new context). Design assessments that determine transfer skill development.

  18. Design Assessments that Measure Transfer • Title is Transfer Assessment • How is this problem new (different than what you have seen in the unit)? • Question: What concept is addressed in this task/problem? • What are the unvarying elements that lead you to believe this? • What are some generalizations that apply? • How might these generalizations and unvarying elements be used to solve the problem? • Measure a students’ ability to apply multiple solution pathways. • Measure a students’ ability to persevere (feedback and point assignment).

  19. Design Assessments that Measure Transfer Problem creation – reduce the number of problems (1 – 3)

  20. Fall Semester Next Steps • Form teams – Algebra I, Geometry, Algebra II • Choose a unit of study (major cluster) • Create a lesson in which you detail/discuss the transfer skills (see previous slide). • Create an assessment to measure transfer skills. Grade/feedback provided on transfer ability and not accuracy of solution initially. • Timeline to complete? Submit to me for feedback. • Administer transfer assessment. • Reconvene to review and design two assessments for the spring.

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