Resources for unit 4

Transfer refers to the process by which students apply knowledge, skills, or concepts learned in one context to new or different situations. It involves the ability to take what has been learned and use it in other settings, tasks, or problems, either within the same subject area or across different subjects (Hajian, 2019). Transfer can occur in both positive and negative forms— positive transfer is when prior learning aids new learning, while negative transfer is when previous learning interferes with new learning (Chunk, 2021; Mestre, 2020; Perkins & Salomon, 2019).

Examples of positive transfer: A student who has learned to play the piano may find it easier to learn the guitar because both instruments involve understanding music theory, rhythm, and coordination between hands and fingers. A student who learns how to organize their time effectively for school assignments might apply the same organizational skills to manage their work tasks in a job after graduation.

Examples of negative transfer: If someone learns to drive a car with a manual transmission, they may struggle to drive a car with an automatic transmission at first because the new skills conflict with their prior knowledge. A person who is used to using a smartphone may face difficulty navigating a touchscreen laptop because they might expect the same gestures (like swiping or tapping) to work in the same way, but the laptop’s interface may require different gestures.

A.  Types of transfer of learning

 There are three main types of transfer:

i.      Near transfer: When skills or knowledge are applied to a very similar context. For example, after learning how to use past tense verbs in an English grammar lesson, a student correctly applies them when writing a personal narrative in class. A student learns how to solve simple addition problems (e.g., 15 + 7) and then applies the same process to slightly more complex addition problems (e.g., 234 + 56). The concept of addition remains the same; only the numbers are different. The student transfers the strategy used for smaller numbers to larger ones.

ii.    Far transfer: When skills or knowledge are applied to a very different or novel context. For example, applying problem-solving techniques learned in science to resolve issues in daily life or in other subjects like history. A student who has been involved in debating applies the skills of argument construction, critical thinking, and public speaking in their role as a lawyer, arguing cases in court. Both debating and law involve the ability to analyze arguments, present evidence, and speak persuasively.

iii.  Zero transfer refers to a situation where previously learned knowledge, skills, or experiences have no impact on or do not help with learning or performing a new task or concept. In other words, previous knowledge or skills are irrelevant to the new task. Examples: Knowing how to drive a car does not help you learn how to play the piano, as the skills and knowledge involved are unrelated. Studying French vocabulary will not assist you in solving equations in algebra; the two domains do not overlap in terms of content or cognitive processes. Being a skilled swimmer does not help you type faster or more accurately; the motor skills are entirely different. Knowing how to prepare complex meals in the kitchen won’t help you fix electronic components in a phone.

Note: The negative transfer and zero transfer are not needed because they do not contribute to new learning.

B.    Strategies to promote transfer in learning

To promote transfer in the classroom, teachers should help students connect their learning to multiple contexts by teaching for transfer and using real- world problems. Encouraging reflection allows learners to think about how their knowledge applies in future situations. Teachers should also promote generalization of concepts across different contexts, highlight connections between subjects, and provide varied practice opportunities to reinforce transferable skills.

In short, these seven principles relate to one another, they are interdependent. Here, they are presented separately just for practical and methodological reasons. Practically, one does not exist without the other; the fact of resorting to a principle automatically makes you think that the other one exists.

Activity: Select a lesson topic from the subject you intend to teach and answer the following questions:

1.    How will you motivate your learners?

2.    What activity will the learners do?

3.    What real-life objects or examples will you use?

4.    How will the content build from simple to complex?

5.    How will you address individual learning needs?

6.    What will learners do together?

7.  How will they apply what they learn to real life?