The document discusses the importance of teaching for transfer rather than just teaching to a test. It outlines three lies and three truths about teaching, with the truths being that good teachers teach, the best classrooms are led by teachers focused on improving their teaching skills, and good teaching leads to increased student achievement. The document also provides a framework for teaching for transfer, identifying things to transfer (knowledge, skills, etc.), methods for transfer (hugging and bridging strategies), and where things should transfer (within and across disciplines and into life).

1. EDUCATIONAL PARADIGM
iDE@:Mr.HM

2. Three Lies & Three Truths about
Teaching
 Three Lies
– Those that can, do and those who can’t teach
– The only good classroom is the teacher-proof
classroom
– There is no correlation between good teaching
and increased student achievement

3.  Three Truths
– Those who can, do teach.
– The best classrooms are led by teachers who
are bent on lifelong development in the art and
science of teaching.
– Good teaching is the heart and soul of student
achievement.

4. The Formula
as The Principal goes,
so go The Teachers;
as The Teachers go,
so go The Students.

5.  All teaching is for transfer
 All learning is for transfer
• Robin Fogarty

6. This notion
 There
are SOMETHINGS that we
SOMEHOW want to use SOMEWHERE.

7. Teaching for Transfer
SOMETHINGS SOMEHOWS SOMEWHERES
Knowledge Hugging – Low Road Within Content
Concepts
Skills Spontaneous Transfer Across Disciplines
Attitudes Bridging – High Road
Principles Into Life
Dispositions Mindful Transfer
Criteria

8. SOMETHINGS
 Knowledge : information, facts, data (e.g.,definitions, dates,
statistic)
 Skill : social,thinking, organization (e.g., cooperation,
prediction, ranking)
 Concept : domain specific, universal (e.g., photosynthesis,
courage)
 Attitude : feelings, tone (e.g.,inadequacy,optimism)
 Principles : rules, laws, theorems (e.g., Second Law
Thermodynamics,Pythagorean)
 Disposition : behaviors, habits, tendencies(e.g., impulsivity,
procedural, humorous)

9. SOMEHOWS
 Mediating Transfer
– Hugging Strategies
 Setting expectations
 Modeling
 Matching
 Simulating
 Problem-Based Learning
– Bridging Strategies
 Anticipating Applications
 Parallel Problem Solving
 Generalizing Concepts
 Using Analogies
 Metacognitive Reflection

10. In closing
Hopefully, this meeting will provide the
catalyst to begin the work of teaching not
for a test only, but for a lifetime of our
students.