The Transfer of Knowledge
Transfer is the influence of prior knowledge, skills, strategies, or principles on new learning. I personally new of this concept prior to the module. However, I did not know that it broke down to many more subgroups.
- Firstly, I did not know that transfer could either be negative or positive. Although, after learning about both it was so very obvious that both existed. I could distinctly remember going through and thinking of times when things I learned either made me wanna learn more or kept me from wanting to learn more.
- Secondly, I did not know that when I did transfer knowledge from one subject to another that it was either near transfer or far transfer. I simply thought that I was using a single type of transfer.
- Thirdly, I learned what the KWL method is. After reading this method I recognized where previous teachers had used this method to facilitate transfer throughout the years.
Module Learning Responses
Response 1: The first set of theories to address transfer was the general view of transfer and the specific view of transfer. The general view states that the study of subjects could improve one's logical thinking and their improved mental functioning then would transfer to other disciplines. Specific view states that transfer will occur between two learning tasks if the new skill or behavior contains elements identical to a skill or behavior from the original task.
On the other hand there is the theories of low-road transfer and high-road transfer. In contrast to the other two, these theories specify what exactly transfers and how it transfers. Low-road involves the spontaneous, automatic transfer of highly practiced skills, with little need for reflective thinking. High-road says that an individual purposely and consciously applies general knowledge, a strategy, or a principle learned in one situation to a different situation.
Response 2: High-road transfer is harder to obtain then low-road transfer. With the former requires you to think back to a previously learned skill and now cognitively apply it to a new one. Low-road has the skill learned so well that no longer do you need to cognitively apply the skill. It just happens, which makes high-road the harder of the two theories to put in action.
Response 3: There are four different principles that facilitate transfer. The first is to develop automaticity of skills. Essentially, this means that the teacher needs to provide the students with many oppurtunities to practice and achieve automaticity of academic skills. However, do not resort to rote memorization. Secondly, you have to promote meaningful learning in which students come to possess deep-level knowledge structures that are connected to similar concepts, prior knowledge, and real-life experiences. Thirdly, you must teach metacognitive strategies. These strategies help students recognize situations in which they can use their knowledge. Some very effective strategies include the scientific method, internet research, reading comprehensive strategies, and problem-solving strategies. Lastly, motivate the students to value learning. Capitalize on students' natural interests when teaching new topics. Encourage you students to set mastery goals. Use techniques to create situational interest. Encourage the students to acquire critical dispositions about thinking and learning.
On the other hand there is the theories of low-road transfer and high-road transfer. In contrast to the other two, these theories specify what exactly transfers and how it transfers. Low-road involves the spontaneous, automatic transfer of highly practiced skills, with little need for reflective thinking. High-road says that an individual purposely and consciously applies general knowledge, a strategy, or a principle learned in one situation to a different situation.
Response 2: High-road transfer is harder to obtain then low-road transfer. With the former requires you to think back to a previously learned skill and now cognitively apply it to a new one. Low-road has the skill learned so well that no longer do you need to cognitively apply the skill. It just happens, which makes high-road the harder of the two theories to put in action.
Response 3: There are four different principles that facilitate transfer. The first is to develop automaticity of skills. Essentially, this means that the teacher needs to provide the students with many oppurtunities to practice and achieve automaticity of academic skills. However, do not resort to rote memorization. Secondly, you have to promote meaningful learning in which students come to possess deep-level knowledge structures that are connected to similar concepts, prior knowledge, and real-life experiences. Thirdly, you must teach metacognitive strategies. These strategies help students recognize situations in which they can use their knowledge. Some very effective strategies include the scientific method, internet research, reading comprehensive strategies, and problem-solving strategies. Lastly, motivate the students to value learning. Capitalize on students' natural interests when teaching new topics. Encourage you students to set mastery goals. Use techniques to create situational interest. Encourage the students to acquire critical dispositions about thinking and learning.
Am I thoughtful of the concepts of transfer as I move through this course?
As a matter of fact I am because I am constantly trying to apply things to my own life as I learn them. Personally, I use high-road transfer the most because I feel if I think about how something actually applies to my life in a meaningful way I get so much more out of it.