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ERIC Number: ED185346
Record Type: RIE
Publication Date: 1978
Pages: 25
Abstractor: N/A
Teaching for Transfer: A Perspective. Information Series No. 141.
Selz, Nina; Ashley, William L.
Both the process and the antecedents of transfer (transfer of skill or knowledge from prior experiences to new ones) are considered by the authors, who suggest ways that teaching for transfer can be implemented. Three questions relating to transfer are considered: Is the capacity or ability to transfer attended to and developed in education and training programs? Can an individual's ability to transfer be developed and/or strengthened through planned learning experiences? and How do you teach for transfer? In an informal survey of forty teachers, the authors discovered that with the exception of adult education, teachers do not teach for transfer, but rather teach knowledge and skills which they assume the student will be able to transfer. The authors argue that while the aforementioned is important, an essential purpose of education should be to teach for the maximum positive transfer of knowledge and skill information. They indicate that the ability to transfer such learning can be taught, but many educators seem to take the learning process for granted, assuming that the ability to apply previous learnings follows from in-class mastery. Providing practice beyond classroom mastery to application in varying contexts under differing conditions is stressed. (Sixteen practical suggestions for teaching for transfer, presented under awareness, sequencing, practice, and reinforcement are included.) (MEK)
National Center Publications, The National Center for Research in Vocational Education, The Ohio State University, 1960 Kenny Road, Columbus, OH 43210 ($2.35)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Ohio State Univ., Columbus. National Center for Research in Vocational Education.