Transfer of Learning with respect to selection and Design a timetable for school - Core Course 3 (CC3) - Oriental College of Education - Mumbai University - DivakarJha6

1. Oriental Education Society
ORIENTAL COLLEGE OF EDUCATION, SANPADA
F.Y.B.Ed
COURSE : Core Course(CC3)
SUBJECT NAME : Learning & Teaching
ASSIGNMENTTOPIC : Transfer of learning
Submitted for the fulfilment of Two Year
Bachelor’s degree of Education
For the year
2021
(SEM-II)
Submittedto: Submittedby:
Prof. Renu Chaudhary Name: Divakar Jha
Roll No. 10
Date: 29th
July, 2021

2. Transfer
× Introduction:
Transfer learning is the application of knowledge
gained from completing one task to help solve a different, but
related, problem. The development of algorithms that facilitate
transfer learning processes has become a goal of machine
learning technicians as they strive to make machine learning as
human-like as possible.
One of the important characteristics of learning is
that the acquisition of skills, habits, knowledge and attitudes, influences
the acquisition of new learning due to some kind of carry-over effect. The
carrying over of feelings, habits, skills, and knowledge from one learning
area to another is called transfer of training or learning. Psychologists
explained the nature of the transfer of learning process.
Meaning and Nature of Transfer of Learning
According to the older view, transfer of learning implies that training in
one faculty of the mind may help in the functioning of older faculties as
well various faculties of mind – memory, reasoning, judgment, observation
etc. – are directed or trained through various academic subjects. Languages
and mathematics give training to the mind which helps in learning other
subjects. A person who possesses a good knack for language, can learning
and retain any fact easily.
Thorndike by proposing the theory of identical elements took the stand that resemblance and
similarity between situations has a considerable effect on the amount and kind of transfer of
learning that can be carried over from one situation to the other. For instance, take memorization.
When a learner practices memorization in one subject area, s/he becomes capable of
memorizing other subjects as well, to some extent. And it is quite possible that s/he memorizes
the content of some other subject areas quickly. According to this view point, this phenomenon is
not due to an improved faculty of memory; rather it depends upon the extent to which the two
situations share identical elements of content, attitude, method or aim.
Judd says that transfer of learning is nothing but a generalization. According to the principles of
generalization proposed by Judd, the development of special skills, the mastery of specific facts,
formulation of particular habits and attitudes in one situation have transfer value only if the skill,
facts, habits, etc. are systematized and related to other situation in which they can be utilized.
In the opinion of Hilgard, transfer of learning is possible only when a person develops
the ability of finding out the identity of relationships and using it to solve
solutions in new situations and for this, insight is necessary.
An analysis of the above mentioned view of psychologists leads us to the following inferences in regard to
the nature of transfer of learning:
“Transfer of Learning”

3.  Transfer of learning can also be viewed as problem solving, in which experience in one task influences
the performance of another.
 Transfer of learning comes from similarity of contents, similarity of techniques, similarity of
principles, or a combination of these.
Types of Transfer of Learning
Transfer of learning may take place in three ways.
i) Positive Transfer: Positive transfer occurs when the acquisition of one type of performance
facilitates another type. In the positive transfer, learning of one activity makes learning of
another activity easier. For instance, school children, who memorize poems, mathematical tables
and other verbal material, show better learning of the similar new material as compared to the
children who did not get previous training in memorization. It is also a common experience that
learning to pedal of tricycles makes the pedaling of bicycles easier. In all these examples, we
have noticed that previous learning of a related skill benefits the learner in subsequent learning.
ii) Negative transfer: Negative transfer occurs when the previous puts hindrances in the
performance of the subsequent task. The content, techniques or principles which make for
negative transfer are opposed to those required by the new situation. For instance, after the end
of a year, most of us continue to write the previous year on our cheques for some time. If the
telephone number of our friend changes, we often continue dialing their former number.
When we switch over from riding a bicycle to driving a scooter, we often put the clutch lever for
stopping the vehicle instead of using the foot brake. These types of habits’ interference are
example of negative transfer of learning.
iii) Zero transfer: The zero transfer refers to the fact that previous learning has no effect on the
subsequent learning. e.g.: a cricketer who improves his bowling skills is not expected to transfer
this skill to improve this batting skill.
Classroom Implications
Utility of transfer of learning should be discussed in the context of the assumption that
knowledge, skills and methods of learning which learners use in relation to definite school tasks
remain available in the future and also applies to solve new problems. With this assumption in
mind, the knowledge of nature of transfer of learning helps you in finding answers to some crucial
questions like – what type of learning in the school will help learners in solving problems in daily
life.
Which type of learning helps and which hinders in coping with day-to-day problems? And perhaps the
most important and most neglected question – how best can we increase the transfer effect? Educationists
have performed experiments for finding answers to the above mentioned questions. On the basis of the
results of their investigations, they recommended that education must be life-centered to facilitate transfer
of learning. School activities should have the tint and texture of the activities which the learners are
expected to come across in his daily life. Problem-solving and discussion methods are more useful
in promoting the power of transfer. Cramming should be replaced by meaningful learning. Learners
should be trained to form generalization and they should be made self-reliant in solving new problems.

4. The main function of a school is to organize teaching‐learning of
different classes and different teaching subjects. It requires a daily
schedule of teaching activities. The daily schedule of teaching courses
or subjects for different classes is known as school time‐table.
Generally school time table is prepared in two forms: Class wise
school time‐table and teacher wise time‐table. A unit time table of
class section is also prepared by the class‐ teacher. It indicates the
specific teaching activities from Monday to Saturday. The school
time‐table is a guide line for organizing teaching activities and
functioning of schools.
× Meaning: -
The school time‐table is the chart in a school showing the
daily allotment of time among the several subjects, activities and
classes. What a school stands for and how it functions can be
assessed from the school time‐table. It is a mirror that reflects
the entire educational programme followed in the school. It is
the ‘spark plug ‘of the school which sets its various activities
and programmes in to action.
× Definition: -
“A list or table of events arranged according to the time
when they take place.”
“A schedule showing a planned order or sequence.”
“Written or printed list activities and the time what will be
done.”

5. Benefits of the timetable
◊ A timetable helps us to be more punctual, efficient and effective.
◊ Timetable is effective in time utilization and punctuality.
◊ reducing stress
◊ Gaining effective time utilization
◊ Reducing avoidance while promoting reviews
◊ eliminating cramming
◊ Managing time helps us to stay motivated while we avoid
procrastination.
◊ We tend to complete important things on time this way, and
there is no burden during the final days.
◊ There is a constant pressure to complete things and most of the
times without proper planning people end up with high-stress
level and poor performance, and this, in turn, leads to some
health disorders
Types of Time Table
× Consolidated Timetable (Master Timetable): -

6. The master timetable will have comprehensive
information about teacher-wise and class-wise time-slot allocation in
a single view. This timetable is usually kept in the principal’s room or
chief administrator’s room. In a way, it is a consolidated timetable
helpful for the principal to supervise the teachers. This timetable helps
the principal or HOD (Head of the Department) to swap classes or re-
allocate teachers according to unforeseen events like the leave of a
teacher or unavailability of a classroom.
× Class Timetable: -
This is the most familiar timetable for all
of us. This timetable contains all the subject teacher allocations done
for the working days in the week for a particular class. Each class in
the school will have an individual class-wise timetable. This timetable
will also contain time-slot allocations for non-teaching periods like
free time, games, extra-curricular activities, etc..
Other than the above major timetable types, the following time-tables
are derived from the master-timetable to enhance the administrative
experience of the school.
1. Free Period Timetable:-
This timetable contains the vacant
period info of all teachers. This is usually kept in the principal’s or
admin chief’s room so that the efficient allocation of teachers can be
done by looking at the free periods available all across the institution.
2. Teacher’s Timetable: -
As the name suggests, this is exclusive to
the teachers. They can check their classes on a daily, weekly and
monthly basis and plan their lessons accordingly.
3. Games/Sports Timetable:-
As the name indicates this timetable contains
the different games and sports played using the indoor and outdoor
playfields in the school. This timetable is managed by the Principal as
well as the physical education head of the school. This timetable helps
to coordinate the grounds and indoor playrooms effectively.

7. 4. Homework Timetable:-
This is not followed in all the schools.
Even though regular homework is assigned to students, a fixed
timetable is not given to parents and students to follow at home. With
the homework timetable, it is possible to balance the time spent on
different subjects at home. This will help parents to allocate the time
for different homework assignments.
5. Vacant Periods Timetable: -
A special timetable showing the
vacant periods of all the teachers is also prepared. So if on a
particular day, one or more teachers are absent, the Headmaster
must keep their classes busy in one way or the other. And the
best way of doing this job is to consult the vacant period’s
timetable and send those teachers to their classes who are free in
those periods.
Principles of Time Table Construction
1. Type of School:
We see firstly whether the school is girls/boys oriented or
co-educational, rural or urban, secondary or senior secondary. We
determine the nature of activities involved in the school accordingly
special needs of a school is to be taken into consideration while
framing the time table.
2. Department Regulations:
The state department of education fixes length of the
school year, and its terms i.e., when an academic year starts and when
it ends, the duration of the school day and even the number of periods
for each subject.
3. Amount of time available:
Time table is framed keeping in view available time i.e.,
the length of the school year and total number of holidays.

8. 4. Principle of Justice:
While assigning work, special care has to be taken that
 Each teacher is assigned those subjects who he/she feels his/her
best qualified to teach.
 He/she does not teach in more than two departments.
 Teaching load for every teacher is about equal to that of others.
5. Relative Importance and Difficulty Value of Subjects:
The time dedicated to a subject should be at per the
importance of it and its difficulty value. There are certain socio-
economic considerations that determine the importance of a subject in
the school curriculum and accordingly, time is allotted to them in the
time table.
6. Incidence of Fatigue:
The element of fatigue influences the construction of
school time-table a number of ways. Children arc fatigued at certain
periods or certain days. It is not only physical but also psychological
in nature. It results in a definite weakening of attention and
diminishing interest and effects of learning.
 Work Rate:
Some subjects are more fatiguing than others. They
involve more mental strain and effort. Such subjects are taught
during early hours when the student’s mind is fresh.
 Mental freshness is the greatest in the morning. This is also true
after recess. The order of subjects causing strain is as follows:
(i) Mathematics (ii) English (iii) Hindi
(iv) Science (v) Social Sciences (vi) Science Practical’s
(vii) Drawing/Physical Education.
 The fatigue principle is true for days of the week also.
Tuesdays and Wednesdays are considered to be the

9. best days in which maximum work can be done.
 Younger children are more quickly fatigued. The duration of a
class period for them does not exceed 30 to 35 minutes.
 Seasons too cause fatigue. In summer due to heat we do not like
to work.
7. Principle of Variety:
It has been seen experimentally that change of
room, seat and posture usually is an antidote against weakness. It is
applied on both students and teachers. Variety can be introduced in
the following manners:
o No subject except science practical should be kept for two
consecutive periods.
o The same class should not set in the same room for the whole
day.
o The same teacher should not have two consecutive periods in
the same class.
o If a subject is taught only 2/3 times a week, periods should
follow at intervals.
o The physical training periods, science practical and drawing
work allow a change.
8. Free Periods for Teachers:
We should provide free periods for teachers so as to
increase their efficiency and also to provide time for their correction
work.
9. Principle of Play and Recreation:
Careful attention needs to be given to provide for rest
and recreation and provision for various co-curricular activities
should also be made in the time table, to avoid monotony.
10. Maximum Utilization of Resources:

10. The qualification, experience, room size should
always be kept in mind so as to make the maximum use of all the
resources and avoided wastage or under-utilization of resources.
11. Elasticity:
The time table should have a flexibility so as to work
the teachers smoothly.
× About: -
In 2004, St. Xavier’s High
School was launched. St.
Xavier's High School is
located in Airoli, Thane.
The children get the most
out of their education as
they are taught by a team of
professional and dedicated faculties in this State Board School. The
school provides education to students from class 1 to 10. 6245 is
approximately the current student strength of this school. This
school's libraryhas 3000 books.
Ratio of Student and Teacher 49:1
Total No. of Student 6,245
Total No. of Teachers 169
School Shift
Morning Shift – 7:00 a.m. to 12:30 p.m.
Afternoon Shift – 1:00 p.m. to 5:30 p.m.
St. Xavier’s High School (Airoli)

11. Time Table - IX - E - St. Xavier’s High School (Airoli)
Analysis: -
It provides co-education and gives equal status to both
the genders. The school provides formal education. Teachers are well
qualified and trained in their respective subject.
2. Department Regulation
Factor (Day Schedule) Observation at St. Xavier’s
School
Duration of School Day 7:10 to 12:30
No. of period per week for each subject (Work wise):
English 6
Hindi 5
Marathi 5
Maths-I (Algebra) 5
Maths-II (geometry) 5
Science – 1 4
Science – 2 4
History and Political Science 4
Geography 4
1. Type of School
Factor (Day Schedule) Observation at St. Xavier’s School
1. Type of College Co-Education
2. Type of Location Urban
3. Level of Education Higher Secondary
4. Type of School Formal Education
Critical Analysis of Time Table
Grade : - IX - E
School : - St. Xavier’s High School
(Maharashtra Board), Navi Mumbai - 400701

12. SKG 2
Physical Training (PT) 1
Social Development (S.D) 3
Analysis: -
St. Xavier’s School is working 6 days a
week for 5 ½ hours. Maximum emphasizes is given on the major subjects
which are history and geography, Science, English, Maths and Hindi since
these subjects are going to be continued in higher education. Thus, periods
are equally distributed and equal weightage is given to all important
subjects.
3. Amount of Time Available
Factor (Day Schedule) Observation at MHS & Jr. College
1. Length of School Year June to April (10 Months)
2. Total no. of Holidays per year 100 days
Analysis: -
ST. XAVIER’s follows the rules of State Board. Like other
State schools the academic year at St. Xavier’s begins in April and ends in
March of the next calendar year. Holidays are allotted as per MSBSHSE
rules: 2 month = summer vacation; 20 days = Diwali vacation; 15 days =
Christmas vacation; 5 days = Ganpati and on other festivals.
4. Principle of Justice
Factor (Day Schedule) Observation at St. Xavier’s
school
Qualification of Teacher
1. English B.A. (English Literature), B.Ed.
2. Hindi B.A. (Hindi Literature), B.Ed.
3. Marathi B.A. (Marathi), B.Ed.
4. Algebra B.Sc. (Maths), B.Ed.
5. Geometry B.Sc. (Maths), B.Ed.
6. Science – 1 B.Sc. (Science), B.Ed.
7. Science – 2 B.Sc. (Science), B.Ed.
8. History and Political Science B.A. (History), B.Ed.
9. Geography B.A. (Geography), B.Ed.
10. Physical Training (PT) B.A., B.P.Ed.
11. Social Development (S.D) B.A. (Civics), B.Ed.
Analysis: -

13. ST. XAVIER’s maintains their reputation by providing well
educated and highly qualified teachers with a B.Ed. degree and
specialisationin their respective subjects. Maths, Science, Computer and
English teachers have to teach two subjects and the time table is arranged
as per the convenience of the teacher. Thus, the time table follows the
Principle of Justice. The workload is evenly distributed among the teachers
so they do not feel strained and overburdened.
5. Relative Importance And Difficulty Value of Subjects
Factor (Day
Schedule)
Observation at ST. XAVIER’s College
Subjects kept in morning
 Monday History, Geography, Geometry, Marathi
 Tuesday English, Hindi, Science-II, Algebra
 Wednesday English, Hindi, Geometry, Science-II
 Thursday English, Science-I, Geometry, Marathi
 Friday M.D., Self Development, SKG, Science-
II
 Saturday English, Marathi, Hindi, Self
development
Subjects kept after recess
 Monday SKG, Hindi, Algebra, Science- II,
English
 Tuesday Geometry, Geography,
Science-I, History, Marathi
 Wednesday History, Marathi, Algebra, Science-I,
Self Development
 Thursday Hindi, Algebra, Geometry, P.T., English
 Friday Geometry, Science-I, Algebra,
Geography, English
 Saturday History
Analysis: -
The time table ST. XAVIER’s is framed in such a
manner so that maximum amount of work can be completed during the
second half. Thus there are 4 periods in the first half and 5 period in
second half of the school day. The time table follows Principle 5 to some
extent. This is because on all days of the week (except Monday) the more
difficult subjects like Math, Science and English are placed in the first half

14. of the school day. Similarly, the periods for play and recreation such as
Music, Dance, and Library are placed post lunch.
6. Incidence of Fatigue
Factor (Day Schedule) Observation at St. Xavier’s
Work rate Subjects in morning hours
1. English 30 Minutes
2. Hindi 30 Minutes
3. Marathi 30 Minutes
4. Algebra 30 Minutes
5. Geometry 60 Minutes
6. Science - 1 30 Minutes
7. Science - 2 30 Minutes
8. History and Political Science 30 Minutes
9. Geography 30 Minutes
10. Physical Training (PT) 30 Minutes
11. Social Development (S.D) 30 Minutes
Work rate Subjects after recess
1. English 30 Minutes
2. Hindi 30 Minutes
3. Marathi 30 Minutes
4. Algebra 30 Minutes
5. Geometry 60 Minutes
6. Science – 1 30 Minutes
7. Science – 2 30 Minutes
8. History and Political Science 30 Minutes
9. Geography 30 Minutes
10. Physical Training (PT) 30 Minutes
11. Social Development (S.D) 30 Minutes
Analysis: -
ST. XAVIER’s has kept the major subjects such as
Maths, Science, history and geography and Hindi for longer duration.
Subjects like Maths and Science that require attention and brain work are
placed before recess in the time table. Post break various extracurricular
activities are included to refresh the students’ minds. Thus, the time table
follows the principle of Incidence of Fatigue as it is arranged in such a
way that causes least amount of stress on students.
7. Principles of Variety
Factor (Day Schedule) Observation at ST. XAVIER’s
College
Presence of 2 consecutive period of same
subject
----

15. Same class in same room or alteration of place Yes
Teaching of same teacher for 2 consecutive class Science -1, Geometry, Hindi
Internal of subjects in a week Yes
No. of period & frequency peer week
1. English 6
2. Hindi 6
3. Marathi 6
4. Algebra 3
5. Geometry 4
6. Science – 1 4
7. Science – 2 3
8. History and Political Science 4
9. Geography 3
10. Physical Training (PT) 2
11.Social Development (S.D) 2
Analysis: -
Principle of Variety has been used while framing the
time table at ST. XAVIER’s Variety in terms of alteration of place is seen,
so students do not get bored sitting in the four walls of one classroom the
entire day. Similarly, subjects are evenly distributed and only the
important subjects like Maths, Science, history and geography and Hindi.
8. Free Periods For Teachers
Factor (Day Schedule) Observation at ST. XAVIER’s
College
Is there free period for teachers (Yes/No) Yes
1. English 2 Period
2. Hindi 2 Period
3. Marathi 2 Period
4. Algebra 3 Period
5. Geometry 3 Period
6. Science – 1 2 Period
7. Science – 2 3 Period
8. History and Political Science 2 Period
9. Physical Training (PT) -
10. Social Development (S.D) -
Analysis: -
ST. XAVIER’s provides equal free periods to all
the teachers. This time is sufficient for teachers to prepare their notes,

16. experiment activities to be conducted, correction work of notebooks,
workbooks, exam papers, etc.
9. Principles of Play And Recreation
Factor (Day Schedule) Observation at ST. XAVIER’s College
Provision for rest & recreation co-
curricular activities
For Rest -
 15 min short break
 20 Min Long Break
Activity Details:
Duration/ Day/ Frequency
30 Minutes / day for 6 weeks
(Art, PT)
Analysis: -
ST. XAVIER’s provides two breaks to students throughout
the week- short break at 10:00 am for snacks/lunch. During the rest period
the get time to relax for a bit from their hectic schedule. The school also
provides co-curricular activities during school hours to enhance students’
hidden talents ensuring all round development.
10. Maximum Utilisation of Resources
Factor (Day Schedule) Observation at ST. XAVIER’s College
No. of Classrooms & their room size 100 rooms, 5 floor, Max 60 students in
each class
Grade lX – E 1 class room; 58 students
Practical Periods
Grade lX – E 1 class / week
Sports Periods
Grade lX - E 1 class / week
Analysis: -
ST. XAVIER’s has enough classrooms as per the requirement
of students. The school follows the SSA criteria for teacher to pupil ratio
i.e. 1:49. Since, grade IX division E has only 58 students, teachers can
efficiently and smoothly deliver lessons while also managing the class and
giving attention to each and every student.
11. Elasticity
Factor (Day Schedule) Observation at ST. XAVIER’s
College

17. 1. Total no. of Holidays per year Sufficient
2. Overall equality of Teaching Equal
3. Duration of class grade wise Medium
4. Presence of 2 consecutive period of same
subject Not at all
5. Teaching of same teacher for 2 consecutive
class Not at all
6. Free period for teacher Frequent
Analysis: -
ST. XAVIER’s provides sufficient holidays per year.
The workload is evenly distributed so teachers have equal teaching load.
The duration of class grade wise is medium. The teachers with 2 subjects
are not overburdened with work as subjects are evenly distributed
throughout the week. Also, the teachers are provided with enough free
periods and consecutive classes are less frequent.
CONCLUSION: -
The time table ST. XAVIER’s College, Airoli is framed
appropriately keeping the various Principles in mind. The time table is
prepared as per the mental ability and age group of the students, ensuring
that they are not overburdened or stressed due to academics.
The school time, academic work, holidays are all
properly and systematically arranged. Co-curricular activities are
appropriately placed post lunch break in order to refresh the students’
minds since by the end of the school day they are mentally tired and worn
out and are in dire need of a break from academics.
REFERENCES
× https://directory.edugorilla.com/school/st-xaviers-high-school-airoli-
thane-fee-structure-syllabus-address-admission-form-contact-
number/
× https://targetstudy.com/articles/how-to-make-a-good-time-table-for-
study.html
× https://www.preservearticles.com/education/what-are-the-basic-
principles-of-time-table-construction/18747
× https://fedena.com/blog/2019/10/types-of-timetable-how-to-manage-
them-effectively-with-school-erp.html