Transfer of leaning
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Transfer of learning refers to applying knowledge learned in one context to new contexts. There are two types of transfer - positive transfer occurs when learning improves performance in another context, while negative transfer occurs when prior learning hinders new learning. Transfer can be near, between similar contexts, or far, between more remote contexts. Factors like similarity between contexts, meaningfulness, length of instruction, variety of experiences, context of experiences, focus on principles over tasks, and metacognition influence how effectively knowledge transfers.
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Transfer of training
Transfer of training occurs when skills or abilities learned in one context are applied to another different context. There are three types of transfer of training: positive transfer where previous learning aids new performance, negative transfer where previous learning inhibits new performance, and zero transfer where there is no influence of previous learning. Characteristics of transfer of training include previous experiences or performance influencing a subsequent new task, acquired knowledge and skills being applied to another situation, and the application of previously learned knowledge, habits, skills, and performances to a different situation.
transfer of learimng
This document discusses the concept of transfer of learning. It defines transfer of learning as applying what was learned in one context to another new context. There are two types of transfer: positive transfer occurs when learning improves performance in a new context, while negative transfer occurs when prior learning negatively impacts performance in a new context. Transfer can be near, between very similar contexts, or far, between more dissimilar contexts. Factors like similarity between contexts, meaningfulness of learning, length of instruction, variety of learning experiences, context of experiences, focus on principles over tasks, and metacognition influence how effectively learning transfers.
Group 12 - Transfer of Learning (Near, Far, Positive, Negative transfers).pdf
Transfer of learning occurs when learning in one context affects performance in another context. There are different types of transfer, including positive transfer which improves performance, and negative transfer which impacts performance negatively. Near transfer refers to very similar contexts, while far transfer refers to more remote contexts. Conditions that affect transfer of learning include the similarity between contexts, the meaningfulness of learning, length of instructional time, variety of learning experiences, contexts for the learner's experiences, emphasis on principles over tasks, and emphasis on metacognition.
Transfer of learning
This document discusses the concept of transfer of learning. Transfer of learning refers to applying knowledge or skills learned in one context to a new context. There are different types of transfer, including low-road transfer which involves automatic application of well-practiced skills, and high-road transfer which involves consciously applying abstract knowledge. Factors like similarity between contexts, depth of understanding, and emphasis on metacognition can affect how well transfer occurs. The document also discusses common misconceptions about transfer and provides suggestions for teaching to promote students' ability to transfer knowledge.
Transfer of Learning
This was for EDUC 203 (Facilitating Learning).
This was the topic after Constructivism.
Includes Types of Transfer, Reasons Why Transfer Doesn't Work and Conditions and Principles for Transfer.
Transfer of learning - – types of transfer – teaching for positive transfer
Transfer of learning - – types of transfer – teaching for positive transfer ( for BEd Students Educational Psychology )
Transfer of Learning
Transfer of learning refers to applying knowledge learned in one context to new situations. It occurs when learners recognize commonalities between concepts, link information in memory, and see value in applying prior learning to new contexts. Examples given include knowledge of French helping with Spanish, driving skills transferring to truck driving, and math preparing students for physics. For transfer to occur, initial learning must involve understanding rather than memorization. Context and motivation also impact transfer. Educators can promote transfer by teaching in meaningful contexts, employing informed instruction, providing practice opportunities, and fostering positive attitudes.
Transfer of Learning
Transfer of learning refers to how knowledge and skills learned in one context can be applied in another context. Early research by Thorndike and Woodworth explored how learning transfers between similar tasks. Transfer of learning depends on factors like the similarity between the original learning task and new transfer task, the level of understanding achieved during initial learning, the context of learning, opportunities for practice, and motivation. Educators can promote transfer by teaching in meaningful contexts, providing varied practice opportunities over time, and encouraging positive attitudes.
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Transfer of training
Transfer of training occurs when skills or abilities learned in one context are applied to another different context. There are three types of transfer of training: positive transfer where previous learning aids new performance, negative transfer where previous learning inhibits new performance, and zero transfer where there is no influence of previous learning. Characteristics of transfer of training include previous experiences or performance influencing a subsequent new task, acquired knowledge and skills being applied to another situation, and the application of previously learned knowledge, habits, skills, and performances to a different situation.
transfer of learimng
This document discusses the concept of transfer of learning. It defines transfer of learning as applying what was learned in one context to another new context. There are two types of transfer: positive transfer occurs when learning improves performance in a new context, while negative transfer occurs when prior learning negatively impacts performance in a new context. Transfer can be near, between very similar contexts, or far, between more dissimilar contexts. Factors like similarity between contexts, meaningfulness of learning, length of instruction, variety of learning experiences, context of experiences, focus on principles over tasks, and metacognition influence how effectively learning transfers.
Group 12 - Transfer of Learning (Near, Far, Positive, Negative transfers).pdf
Transfer of learning occurs when learning in one context affects performance in another context. There are different types of transfer, including positive transfer which improves performance, and negative transfer which impacts performance negatively. Near transfer refers to very similar contexts, while far transfer refers to more remote contexts. Conditions that affect transfer of learning include the similarity between contexts, the meaningfulness of learning, length of instructional time, variety of learning experiences, contexts for the learner's experiences, emphasis on principles over tasks, and emphasis on metacognition.
Transfer of learning
This document discusses the concept of transfer of learning. Transfer of learning refers to applying knowledge or skills learned in one context to a new context. There are different types of transfer, including low-road transfer which involves automatic application of well-practiced skills, and high-road transfer which involves consciously applying abstract knowledge. Factors like similarity between contexts, depth of understanding, and emphasis on metacognition can affect how well transfer occurs. The document also discusses common misconceptions about transfer and provides suggestions for teaching to promote students' ability to transfer knowledge.
Transfer of Learning
This was for EDUC 203 (Facilitating Learning).
This was the topic after Constructivism.
Includes Types of Transfer, Reasons Why Transfer Doesn't Work and Conditions and Principles for Transfer.
Transfer of learning - – types of transfer – teaching for positive transfer
Transfer of learning - – types of transfer – teaching for positive transfer ( for BEd Students Educational Psychology )
Transfer of Learning
Transfer of learning refers to applying knowledge learned in one context to new situations. It occurs when learners recognize commonalities between concepts, link information in memory, and see value in applying prior learning to new contexts. Examples given include knowledge of French helping with Spanish, driving skills transferring to truck driving, and math preparing students for physics. For transfer to occur, initial learning must involve understanding rather than memorization. Context and motivation also impact transfer. Educators can promote transfer by teaching in meaningful contexts, employing informed instruction, providing practice opportunities, and fostering positive attitudes.
Transfer of Learning
Transfer of learning refers to how knowledge and skills learned in one context can be applied in another context. Early research by Thorndike and Woodworth explored how learning transfers between similar tasks. Transfer of learning depends on factors like the similarity between the original learning task and new transfer task, the level of understanding achieved during initial learning, the context of learning, opportunities for practice, and motivation. Educators can promote transfer by teaching in meaningful contexts, providing varied practice opportunities over time, and encouraging positive attitudes.
Transfer of Learning
in order to understand the process of learning, it is equally important to understand how learner transfers from one situation to other.
Transfer of learning
This is a presentation about Transfer of Learning. The presentation covers the ff:
- Types of Transfer
- Five Stages of Transfer
- Conditions and Principles of Transfer
Transfer Of Learning
Transfer of learning refers to applying knowledge learned in one context to new situations. Several factors affect transfer, including how well the knowledge is understood versus memorized, how abstract or contextualized it is, and the degree of similarity between situations. Transfer is improved when learners abstract principles from the material and practice applying it in various contexts. Instruction should provide meaningful, similar contexts for practice and encourage learners to reflect on connections to other domains in order to promote flexible knowledge that transfers well.
Transfer of learning
This document discusses transfer of learning, which refers to applying knowledge or skills learned in one context to another new context. It defines transfer of learning and discusses various types of transfer. Theories of transfer from scholars like Crow and Crow, Peterson, and Guthrie are presented. Factors that influence transfer, like curriculum design, teaching methods, learner characteristics, are explained. Implications for teachers and learners are discussed to improve transfer. Theories like identical elements theory and generalization theory are summarized.
TRANSFER OF LEARNING by Lorraine Anoran
Transfer of learning refers to applying knowledge learned in one context to new contexts. Positive transfer occurs when learning in one context improves performance in another, while negative transfer happens when prior learning hurts new performance. Near transfer is between similar contexts, while far transfer bridges more dissimilar situations. Theories of transfer include identical elements (common aspects facilitate learning), generalization (experiences apply broadly), and configuration (perceived similarities enable transfer). Factors like ability, nature, attitudes, teaching style, and understanding impact how well transfer succeeds. Motivation directs attention toward goals and depends on individual characteristics and experiences.
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Transfer of learning
Transfer of learning occurs when learning in one context impacts performance in another context. There are different types of transfer, including positive transfer where performance is improved, and negative transfer where performance is negatively impacted. Far transfer involves applying skills and knowledge in changing situations, while near transfer applies skills the same way each time. Conditions and principles of transfer must be considered for effective learning transfer.
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Theories of transfer of learning paper 2.pptx
Transfer of learning refers to how learning in one context can affect performance or learning in another context. There are three types of transfer: positive transfer where previous learning facilitates new learning, zero transfer where there is no influence either way, and negative transfer where previous learning interferes with new learning. Transfer of learning involves the carry over of habits, knowledge, or skills from one learning situation to another.
Transfer of Learning
This document discusses several theories of transfer of learning, which refers to how learning one skill or concept affects performance in other areas. The main theories covered are the theory of mental discipline, identical elements theory, theory of generalization, and theory of configuration. The identical elements theory, proposed by Thorndike, states that transfer depends on the common elements between situations. Near and far transfer are also discussed, referring to applying skills in similar versus changing situations. Factors like learner ability, subject matter, attitudes, teaching methods, and environment can impact transfer. Modern perspectives view transfer through a metacognitive lens, focusing on learning how to learn and making connections between past and present learning.
Transfer of learning
This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.
Transfer Of Learning.pptx
transfer of learning -
Transfer of learning Or training is a process by which learning or training in one situation to carried over or transferred to the other
situation.
Learning of mathematics helps in solving the numerical problems in physics.
Learning how to drive a car helps a person to later drive a truck.
definition -
According to Sorenson (1948)
Transfer refers to the transfer of knowledge , training and habits acquired in one situation to another situation.
According to Crow and Crow (1973)
The carry over of the habits of thinking , feeling or working of knowledge or skills from one learning area to another is usually referred to as the transfer of training or learning.
According to Peterson
Transfer of learning is generalization for it is extension of idea to a new field.
Types -
POSITIVE TRANSFER –
Transfer is said to be positive , when something previously learned benefits performance or learning in a new situation.
EXAMPLE – If one has learned to play tennis he finds it easier to learn to play badminton.
NEGATIVE TRANSFER-
When something previously learnt hinders performance or learning in a new situation, we call it negative transfer.
EXAMPLE – In India we find that the pronounciation of English words varies from region to region. If a child‘s mother tongue is Tamil or Gujarati his pronounciation of English is affected by carry over of tamil or Gujarati intonation.
ZERO TRANSFER -
In case the previous learning makes no difference at all to the performance or learning in a new situation, there is said to be zero transfer from the previous situation to the new one.
EXAMPLE – Learning history may neither help nor hinder the learning of economics.
Transfer of Learning
Transfer of learning involves applying knowledge gained in one context to another context. It is important for students' cognitive development but does not always occur naturally. There are several ways to promote positive transfer, including emphasizing similarities between contexts, teaching critical attributes, and allowing students to generate their own examples. Positive transfer occurs when students can apply past learning to new situations, while negative transfer happens when students incorrectly see similarities between unrelated concepts. Teachers should teach related concepts separately and emphasize differences initially to promote effective transfer of learning.
General method of teaching edited
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Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
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The document discusses various teaching skills including questioning skills, reinforcement, stimulus variation, explanation, blackboard usage, achievement of closure, probing questions, and link practice. It provides descriptions of each skill, their purpose, components, and dos and don'ts. Link practice involves integrating multiple skills together and bridging the gap between microteaching and real classroom teaching.
Concept, need and function of teaching
1. Teaching is a process that usually occurs in the classroom where a teacher conveys knowledge and skills to students. The goal is to impart knowledge, change attitudes and behaviors, and provide life experiences.
2. Teaching requires diagnosing students' entry behaviors and abilities, setting educational objectives, and analyzing available resources. It also involves selecting appropriate content and teaching methods tailored to individual students.
3. For teaching to be effective there must be interaction between the teacher as the independent variable working to influence students as the dependent variable through intervening variables like content, methods, and environment.
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Transfer of Learning
in order to understand the process of learning, it is equally important to understand how learner transfers from one situation to other.
Transfer of learning
This is a presentation about Transfer of Learning. The presentation covers the ff:
- Types of Transfer
- Five Stages of Transfer
- Conditions and Principles of Transfer
Transfer Of Learning
Transfer of learning refers to applying knowledge learned in one context to new situations. Several factors affect transfer, including how well the knowledge is understood versus memorized, how abstract or contextualized it is, and the degree of similarity between situations. Transfer is improved when learners abstract principles from the material and practice applying it in various contexts. Instruction should provide meaningful, similar contexts for practice and encourage learners to reflect on connections to other domains in order to promote flexible knowledge that transfers well.
Transfer of learning
This document discusses transfer of learning, which refers to applying knowledge or skills learned in one context to another new context. It defines transfer of learning and discusses various types of transfer. Theories of transfer from scholars like Crow and Crow, Peterson, and Guthrie are presented. Factors that influence transfer, like curriculum design, teaching methods, learner characteristics, are explained. Implications for teachers and learners are discussed to improve transfer. Theories like identical elements theory and generalization theory are summarized.
TRANSFER OF LEARNING by Lorraine Anoran
Transfer of learning refers to applying knowledge learned in one context to new contexts. Positive transfer occurs when learning in one context improves performance in another, while negative transfer happens when prior learning hurts new performance. Near transfer is between similar contexts, while far transfer bridges more dissimilar situations. Theories of transfer include identical elements (common aspects facilitate learning), generalization (experiences apply broadly), and configuration (perceived similarities enable transfer). Factors like ability, nature, attitudes, teaching style, and understanding impact how well transfer succeeds. Motivation directs attention toward goals and depends on individual characteristics and experiences.
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This document discusses educational psychology and school learning. It covers topics like motivation and reinforcement theories, learning of school subjects, transfer of learning, classroom management, and approaches to teaching subjects. Regarding classroom management, it discusses humanistic, democratic, and behaviorist models. It also addresses the concept of punishment and its role in school learning.
Transfer of learning
Transfer of learning occurs when learning in one context impacts performance in another context. There are different types of transfer, including positive transfer where performance is improved, and negative transfer where performance is negatively impacted. Far transfer involves applying skills and knowledge in changing situations, while near transfer applies skills the same way each time. Conditions and principles of transfer must be considered for effective learning transfer.
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This document discusses computer technology and peer-mediated learning. It defines peer mediation as problem solving between students with assistance from a trained student mediator. Peer-mediated learning involves students working in pairs, with one student providing feedback to help the other student learn. Research shows that peer-mediated instruction can be effective for students with various needs when implemented properly with structures like clear expectations, focused lessons, and teacher monitoring.
Theories of transfer of learning paper 2.pptx
Transfer of learning refers to how learning in one context can affect performance or learning in another context. There are three types of transfer: positive transfer where previous learning facilitates new learning, zero transfer where there is no influence either way, and negative transfer where previous learning interferes with new learning. Transfer of learning involves the carry over of habits, knowledge, or skills from one learning situation to another.
Transfer of Learning
This document discusses several theories of transfer of learning, which refers to how learning one skill or concept affects performance in other areas. The main theories covered are the theory of mental discipline, identical elements theory, theory of generalization, and theory of configuration. The identical elements theory, proposed by Thorndike, states that transfer depends on the common elements between situations. Near and far transfer are also discussed, referring to applying skills in similar versus changing situations. Factors like learner ability, subject matter, attitudes, teaching methods, and environment can impact transfer. Modern perspectives view transfer through a metacognitive lens, focusing on learning how to learn and making connections between past and present learning.
Transfer of learning
This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.
Transfer Of Learning.pptx
transfer of learning -
Transfer of learning Or training is a process by which learning or training in one situation to carried over or transferred to the other
situation.
Learning of mathematics helps in solving the numerical problems in physics.
Learning how to drive a car helps a person to later drive a truck.
definition -
According to Sorenson (1948)
Transfer refers to the transfer of knowledge , training and habits acquired in one situation to another situation.
According to Crow and Crow (1973)
The carry over of the habits of thinking , feeling or working of knowledge or skills from one learning area to another is usually referred to as the transfer of training or learning.
According to Peterson
Transfer of learning is generalization for it is extension of idea to a new field.
Types -
POSITIVE TRANSFER –
Transfer is said to be positive , when something previously learned benefits performance or learning in a new situation.
EXAMPLE – If one has learned to play tennis he finds it easier to learn to play badminton.
NEGATIVE TRANSFER-
When something previously learnt hinders performance or learning in a new situation, we call it negative transfer.
EXAMPLE – In India we find that the pronounciation of English words varies from region to region. If a child‘s mother tongue is Tamil or Gujarati his pronounciation of English is affected by carry over of tamil or Gujarati intonation.
ZERO TRANSFER -
In case the previous learning makes no difference at all to the performance or learning in a new situation, there is said to be zero transfer from the previous situation to the new one.
EXAMPLE – Learning history may neither help nor hinder the learning of economics.
Transfer of Learning
Transfer of learning involves applying knowledge gained in one context to another context. It is important for students' cognitive development but does not always occur naturally. There are several ways to promote positive transfer, including emphasizing similarities between contexts, teaching critical attributes, and allowing students to generate their own examples. Positive transfer occurs when students can apply past learning to new situations, while negative transfer happens when students incorrectly see similarities between unrelated concepts. Teachers should teach related concepts separately and emphasize differences initially to promote effective transfer of learning.
General method of teaching edited
This document discusses definitions and concepts related to teaching. It provides 7 definitions of teaching from various scholars focusing on teaching as influencing students and changing behaviors. It also discusses concepts of effective teaching including monitoring progress, encouraging student responsibility, having content mastery, and building relationships. Additionally, it distinguishes teaching from related concepts like conditioning, instruction, and indoctrination.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
response to intervention.ppt
This document discusses Response to Intervention (RTI) and its implementation through a multi-tiered model. RTI aims to identify students who need additional academic support early through ongoing assessment and data-based decision making. It uses a 3-tiered approach where students receive increasingly intensive instruction and intervention at each tier. At Tier 1, all students receive core instruction and are assessed to identify struggling learners. Tier 2 provides targeted small group instruction. Tier 3 offers intensive individualized intervention that may indicate a need for special education services. Collaboration between general and special educators is important for successful RTI implementation.
SOLO Taxanomy of Learning Objectives.pptx
Taxonomy of Learning Objectives which concentrates on the complexity of thinking and is an alternative approach to Bloom's taxonomy
Micro teaching skills
The document discusses various teaching skills including questioning skills, reinforcement, stimulus variation, explanation, blackboard usage, probing questions, and closure. It provides descriptions of each skill, their purpose, and techniques to employ or avoid for each skill. The document also discusses linking teaching skills together through link practice lessons to bridge microteaching and real classroom teaching.
Micro teaching skills
The document discusses various teaching skills including questioning skills, reinforcement, stimulus variation, explanation, blackboard usage, achievement of closure, probing questions, and link practice. It provides descriptions of each skill, their purpose, components, and dos and don'ts. Link practice involves integrating multiple skills together and bridging the gap between microteaching and real classroom teaching.
Concept, need and function of teaching
1. Teaching is a process that usually occurs in the classroom where a teacher conveys knowledge and skills to students. The goal is to impart knowledge, change attitudes and behaviors, and provide life experiences.
2. Teaching requires diagnosing students' entry behaviors and abilities, setting educational objectives, and analyzing available resources. It also involves selecting appropriate content and teaching methods tailored to individual students.
3. For teaching to be effective there must be interaction between the teacher as the independent variable working to influence students as the dependent variable through intervening variables like content, methods, and environment.
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Transfer of leaning
- 2. Transfer of Learning is the ability to apply the knowledge learned in one context to the next contexts. as a result, the educational goals are met until transfer occurs. T
- 3. Types of Transfer •Positive Transfer – occurs when learning in one context improves performance in some other context. •Negative Transfer – occurs when learning on one context impacts negatively on performance in another.
- 4. Types of Transfer •Near Transfer – refers to transfer between very similar contexts. This is also referred to as specific transfer. •Far Transfer – refers to transfer between context that, on appearance, seem remote and alien to one another. Also called as general transfer.
- 5. Conditions/Factorsaffecting transferoflearning PrincipalofTransfer Implication Similaritybetweentwolearning situations Themoresimilarthetwo situationsare,thegreateryhe chancesthatlearningfromone situationwilltransferredtothe onthersituation. Involvedstudnetsinlearning situationsandtasksthatare similaraspossibletothe situationswheretheywouldapply thetasks. Degreeofmeaningfulness/ relevanceoflearning Meaningfullearningleadsto greatertransferthanrotelearning Remembertoprovie opportunitiesforlearnersto link newmaterialstoehatthey learnedinthepast Lengthofinstructionaltime Thelongerthetimespentin instruction,thegreaterthe probabilityoftransfer Toensuretransfer,teachafew topicsindepthratherthanmany topicstackledinashallow manner.
- 6. Varietyoflearningexperiences Exposuretomanyandvaried exampleandoppurtunitiesfor practiceencouragestransfer Illustratenewconceptsand principleswithavarietyof examples.Planactivitiesthat allowyourlearnerstopractice theirnewlylearnedskills Contextforlearner’sexperiences Transferoflearningismostlikely tohappenwhenlearnersdiscover thatwhattheylearnedis applicabletovariouscontexts Realteatopicinonesubjectto topicsinothersubjectsor disciplines.Relateitalsotoreal lifesituation Focusonprincipleratherthan tasks Principlestransfereasierthan facts Zeroinonprinciplesrelatedto eachtopictogetherwith strategiesbasedonthose principles Emphasisonmetacognition Studentreflectionimproves transferoflearning Encouragestudentstotake responbilityfortheirownlarning, andtorflectonwhattheylearned