PowerPoint presentation about transfer of learning. (Facilitating Human Learning)

1. TRANSFER OF
LEARNING
Presented by: Group 3

2. Transfer of learning becomes the
foundation of all students’ ability to
interpret data, solve problems, make
decisions, and perform other cognitive
tasks.
What is Transfer?
Transfer is a process of
extending knowledge acquired in one
context to other contexts (Byrnes,
2001).

3. Byrnes (2001) gives the following reasons why
transfer does not work:
Some bits of knowledge are embedded in single contexts.
Lack of conditional knowledge.
Lack of conceptual knowledge.
Inaccurate conceptions of the mind.
Lack of metacognition.

4. Ways to Promote Transfer
It has been the purpose of every teacher like us
to promote positive transfer of learning in the
classroom.
There are
several ways to
promote learning:

5. Similarity
Transfer can be generated by the similarity of given
learning situation. Such similarity may be perceived in
various ways:
In the classroom
setting where
students display their
learning.
The way students
process what and how
they feel and think
about the situation
The specific strategy
used to learn the
material.

6. Critical Attributes
Two feelings, events, or actions are held together
if they have established their relationships or
associations.
Degree of Original Learning
It means that everything we do falls within the
range or degree of performance.
Association
These are qualities that make the objects
different from the rest.

7. Ways to Teach Critical Attributes
1) Identify the attribute that describes something as
what it is. Critical attributes include the following:
Experiences are forms of
involvement.
Experiences are what we
acquire as we continue to
mingle with people.
Experiences are forms of
knowledge gained from
observation.
In the same way,
experiences are skills we
gain from instruction.

8. 2) Provide simple and specific examples.
To understand critical attributes better, it is important
that we select examples at the start of the activity.
3) Move on to the complicated examples in a gradual
manner.
When students have acquired the basic concepts with
the use of specific examples, we can now move on to more
complex examples of attributes.

9. 4) Allow students to generate examples of their own.
If students already understand critical attributes and
can discriminate between simple and complicated ones, they
may now be encouraged to provide their own examples.
5) Help students realize that there is a limit to various
attributes.
Not all things in this world are absolute or borderless.

10. 2 Types of Transfer
 Positive – is what we develop among our students. It
occurs when students have the ability to harness strong
associations for some recall in the future.
In the same way, positive transfer can also be shown
when present learning is utilized for future learning.
 Negative – it occurs when students find two events or
items similar when in fact they are not.

11.  Teach two concepts or ideas that are similar at intervals. It
means that they must not be taught simultaneously.
 It is more practical to begin teaching the differences first.
Anaphora
(earlier)
Cataphora
(later)
Figure 3 indicates that anaphora is a reference to a word or phrase
used earlier especially to avoid repeating the word or by replacing it with a
pronoun. For instance, the sentence:
“I told jasmine to get my book at the shelf and she did so”.
“It is not easy to forget you”

12. There are two different types of transfer:
Vertical transfer occurs when complex
skills are more easily learned because of
simple skills that are acquired earlier.
Vertical
Lateral transfer refers to the students’
ability to generalize knowledge or skill to a
novel situation. Here, knowledge or skill is
not acquired but it is not so complex at all.
Lateral

13. Thank you
for
listening!