It is the ability to takeunderstanding acquiredin one context and applyit to a different context. It occurs whenprevious learning affectscurrent performance.
What is meant by the transfer of learning? When we talk about the transfer of learningwe are interested in the extent to whichlearning is transferred from one context toanother. Transfer of training is often usedsynonymously with transfer of learning.Within this book transfer of training isconsidered a subset of transfer of learning.
Factors Affecting the Transfer of Learning Similarity Between Learning Situations Depth of Original Understanding Quality of Examples Variety of Examples Learning Context Emphasis on Metacognition
Positive transfer • occurs when the solution of anearlier problem facilitates solution of alater problem.Negative transfer • occurs when the solution of anearlier problem impedes solution of alater problem.
• Spontaneous and automatic. • It occurs when a highly practicedLow-road skill is carried over from one situation to another, with little ortransfer no reflective thinking. High- • It occurs when you consciously apply abstract knowledge you road have learned in one situation to another situation.transfer
Forward- • Transfer that occurs when a person intends to bringreaching knowledge to a newtransfer situation.Backward- • Realization of the applicability of what you reaching learned in the past only after transfer it becomes relevant.
The Meaning of Transfer in TeachingExample:A simple case of transfer would be thefollowing: 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 appearas being close to identities arenot always easy for the beginner.
Common Misconceptions about TransferThe first and most common error in thinkingabout transfer is that it takes place through aprocess of “formal discipline.”The second misconception is just the opposite ofthe first, and probably grew up as a reactionagainst it. This is the notion that nothing transfersfrom one situation to another except specific factsor definite identities.
Common Misconceptions about TransferA third error which emasculates the effect ofteaching nearly as much as the first two, is thenotion that transfer of learning is automatic.Finally, the emphasis which books about learningand psychology have given to the topic of transferhas tended to create the impression that somehowtransfer and learning are different.
Ways teachers can promotestudent’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 facilitatetransfer.Provide practice in transfer. It is not enough topoint out relationships. Students should begiven practice in finding relationships on theirown. Tests of application, guided discussion,and actual class projects ought to provide thiskind of experience.Concentrate on the process of learning as wellas upon products. Do not be satisfied with aright answer or solution, but probe to find outwhy a certain answer was given, and discusswith the class the steps which led to theiranswers.
Group 8 Members: Kimberly Cecogo Bea Kristia Rebuton Ma. Regina Valencia BSPS 2A
ReferencesBooks 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?tran sfer+of+learning http://learnweb.harvard.edu/alps/thinking/docs/tr aencyn.htm