2. It is the ability to take
understanding acquired
in one context and apply
it to a different context.
It occurs when
previous learning affects
current performance.
3. What is meant by the transfer of
learning?
When we talk about the transfer of learning
we are interested in the extent to which
learning is transferred from one context to
another. Transfer of training is often used
synonymously with transfer of learning.
Within this book transfer of training is
considered a subset of transfer of learning.
4.
5. Factors Affecting the Transfer of Learning
Similarity Between Learning
Situations
Depth of Original
Understanding
Quality of Examples
Variety of Examples
Learning Context
Emphasis on Metacognition
6.
7. Positive transfer
• occurs when the solution of an
earlier problem facilitates solution of a
later problem.
Negative transfer
• occurs when the solution of an
earlier problem impedes solution of a
later problem.
9. • Spontaneous and automatic.
• It occurs when a highly practiced
Low-road skill is carried over from one
situation to another, with little or
transfer no reflective thinking.
High- • It occurs when you consciously
apply abstract knowledge you
road have learned in one situation to
another situation.
transfer
10. Forward- • Transfer that occurs when
a person intends to bring
reaching knowledge to a new
transfer situation.
Backward- • Realization of the
applicability of what you
reaching learned in the past only after
transfer it becomes relevant.
11. The Meaning of Transfer in
Teaching
Example:
A simple case of transfer would be the
following:
A pupil learns 4 x 9 = 36
This should help him learn 9 x 4 =36
And 40 x 90 = 3600
12. These simple feats of transfer,
which to the reader may appear
as being close to identities are
not always easy for the beginner.
13. Common Misconceptions
about Transfer
The first and most common error in thinking
about transfer is that it takes place through a
process of “formal discipline.”
The second misconception is just the opposite of
the first, and probably grew up as a reaction
against it. This is the notion that nothing transfers
from one situation to another except specific facts
or definite identities.
14. Common Misconceptions
about Transfer
A third error which emasculates the effect of
teaching nearly as much as the first two, is the
notion that transfer of learning is automatic.
Finally, the emphasis which books about learning
and psychology have given to the topic of transfer
has tended to create the impression that somehow
transfer and learning are different.
16. Ways teachers can promote
student’s transfer of knowledge
and training
Meaningfulness
Encoding Specificity
Organization
Discrimination
17. List of suggestions which should form
the basis of teaching for transfer:
Have clear-cut objectives.
Study the course content to find what it contains
that is applicable to other school subjects and to
out-of-school life.
Select instructional materials which are best suited
to the job of making relationships apparent.
Let students know when to expect tranfer, what
kinds to expect, and the benefits which it can bring
them.
18. Use methods of teaching which will facilitate
transfer.
Provide practice in transfer. It is not enough to
point out relationships. Students should be
given practice in finding relationships on their
own. Tests of application, guided discussion,
and actual class projects ought to provide this
kind of experience.
Concentrate on the process of learning as well
as upon products. Do not be satisfied with a
right answer or solution, but probe to find out
why a certain answer was given, and discuss
with the class the steps which led to their
answers.
19. Group 8
Members:
Kimberly Cecogo
Bea Kristia Rebuton
Ma. Regina Valencia
BSPS 2A
20. References
Books
Eggen, P., Kauchak, D. (2010). Educational
Psychology, 8th Edition. New Jersey: Pearson
Education, Inc.
Di Vesta, F., Thompson, G. (1970). Educational
Psychology Instruction and Behavioral Change.
New York: Meredith Corp.
Internet
http://www.mondofacto.com/facts/dictionary?tran
sfer+of+learning
http://learnweb.harvard.edu/alps/thinking/docs/tr
aencyn.htm
