Brandi Gibson I think that one way we can do this is through role play, modeling and social stories. These strategies provide real life situations, and practice that all students can benefit. What comes to mind is character building and exhibiting desired and appropriate behavior in the classroom and transfer to out of the classroom. I think that it's important for student to realize that the skills that are being taught should carry over to other areas in the life. Near transfer is when like the book says- a student can recognize sight words on a card, but then can start recognizing them in a reading passage. Another example of near learning is when a student is learning time on an analog clock, and can then tell what time they need to get up so they can be ready for school. Far transfer has to do with using the right vocabulary word usage- to, too, two, or when a student is learning how to pronounce, say, define and write sight words. Hugging is used when a student role plays and then applies their new knowledge in other situations, and when student's use summarizing and then practice and rehearse knowledge. Bridging is when students might use metaphors and similes across different learning situations. It is also used when students apply new knowledge to dissimilar situations this can be used in compare/contrast situations.
I have been using the Bridge Map (part of Thinking Maps) to help with transfer of information. It's really simple; I take the current concept we are studying and link it to prior knowledge. The Bridge Map is all about relationships- how things relate and connect to each other. For example; my 8th graders just finished reading Number the Stars in preperation for Diary of Anne Frank that they will be reading in English. I made a Bridge Map on the board with the concept of the Danish people helping the Danish Jews escape to Sweden. I asked them to link this concept to another event in history. They came up with the Underground Railroad during the Civil War, which is exactly the relationship I wanted to them connect!
Near Transfer- 1) Teaching a low functioning student how to open other door knobs once she has learned to open a certain kind. 2) Explaining the difference to a deaf student between STATES of matter in science and the 50 STATES of America. Far Transfer- 1) A 7th grade student identifying similies in James and the Giant Peach after studying figurative language in English. 2) Math students understanding the connection between decimals and money.
Low Road or Hugging- 1) Making a Tree Map of the insects in James and the Giant Peach 2) Making Bridge Maps of new concepts to prior knowledge. High Road or Bridging- 1) Number the Stars- Choosing a view (opitmistic or pessimistic) and citing real world examples of one or both. 2) Understanding the similiarities and differences between the Santa Fe Trail and the Oregon Trail.
Some of this was confusing to me so I might have my examples mixed up!
I provide real life situations that promote the transferring of information in a few different ways. First my students have passion projects. These projects allow students to self-direct and to formulate their own questions about the topic of their choice. The project requires minimal guidance from the teacher and allows students to problem solve and explore their topics at their own pace, while sorting through the necessary and the unecessary information. I also do constant modeling in math. I work through a problem with them and show my thought process. During the modeling I try to relate it to real world applications. Showing that figuring out the circumference of a circle is helpful to a landscaper who needs to work around that area.
One example of a near transfer would be driving. A student knows how to drive a car and then has the basic knowledge of how to drive a bus. Another would be learning to tie your shoes, and then tying an apron string.
An example of a far transfer would be when a student learned the principles of wind flow to design a windmill can transfer that knowledge to direct the sail on a sailboat. Another example of a far transfer is taking the skills learned in geometry class and applying them to a landscaping job or an architect job.
The high school student that needs to take a higher math class in order to study physics is one example of hugging. Another hugging example would be getting along with your siblings helps you to get along better with others.
Bridging examples are easiest to see in compare and contrasting new information. Also when students can apply language arts skills across the curriculum and not just in language arts class.
I thought I understood these concepts, then after reading others’ posts, I decided I needed to rethink it. I’m still not sure I completely put the correct concepts with the skills. Teaching Transfers: Skill: Working with a student to teach him to open doors for others Near: practicing with my classroom door Far: practicing when we are not in the school, such as entering the worksite or going into the bank to cash his check.
Skill: Counting change Near: practicing counting change at the desk Far: counting change to pay for an item at the store
Teaching Low Road Hugging and High road Transfers:
Skill: Making change Low Road: I do think aloud with student to identify what number to begin the count High Road: Student uses my example and starts counting up with change
Skill: Verbalize comprehension of Great Gatsby characters Low Road: I summarize one of the character’s actions High Road: Student predicts how the character will act in subsequent chapters
I also like to use real life situations in my teaching so that students can relate what we are doing to something they can use in life. I attempt to use these types of transfers in my teaching all of the time.
Near: kid practicing driving a golf cart then to driving a car In baseball a kid throwing to then using that to pitch
far: learning vocab definitions then use them in a story of his own Counting change then use that skill in a work situation
Low Road: I thought a good example was using the 4 strategies in reciprocal teaching in life situations. Teaching the use of technology then the student using it to do assignments on their own
High Road: Geometry lesson showing the student how they will use it in real life then they use it to complete a home project Technology use, then the student uses it to assist with a project after school career
To promote transfer using real life situations I either tell personal stories, have students share personal stories, or create hypothetical scenarios. The goal is for students to not only identify, but to apply what they have learned in school to real life situation. Math could be budgeting, language arts could focus on signing contracts or legal documents, science is in gardening or baking, etc. We want students be be able to transfer skills across curriculums and into every day life in order to be successful.
Near Transfer: - Recognizing multiplication facts in math problems assigned - Using a comma before a conjunction after it is taught in class Far Transfer: - Identifying "character traits" of historic individuals (i.e. Adolf Hitler, Donald Trump, etc.) - Using math formulas in chemistry
Hugging: - Using multiplication facts individually in homework assignments - Introducing the theme in a lesson that connects to the story
Bridging: - Using multiplication facts built into story problems - Providing multiple themes to introduce propaganda
One that I have recently used real life to promote transfer is teaching place value and trading between tens and ones. I related that with dimes and pennies. It’s easier to carry a dime around than 10 pennies, just like it’s easier to have tens than 10 ones. Near Transfer: *Seeing a word on a word card and recognizing it in the book. *Counting play coins in the classroom and going home and being able to count real coins Far Transfer: *Reading about a topic in one book, then when reading about a different topic and recognizing a person mentioned in the first task. *Using a word in writing that had only been seen in reading Hugging: *Demonstrate how to solve a Math problem by solving a similar problem with students Bridging: *Students are able to make between connections between the main characters in books that are in different time periods or situations *Teaching students that a quarter is ¼ of a dollar, students realize that a quarter of an hour is ¼ of an hour
I had a student who had a terrible time trying to learn the number 27. It was ALWAYS 17. I told him that I was sad because that's my birthday and now he always sees 27 and says,"27, like your birthday!" It gave the number a meaning besides just 27 and he was able to remember it better. Near: Teaching a student to tie their shoes and then teaching how to tie a ribbon in their hair. 2 Teaching the uppercase letter O and using that to teach the lowercase letter o Far: using a new vocabulary word orally that had only been seen in writing 2 using new reading skills to help sound out and spell a word in writing Hugging: Pre-K child role plays making a meal and then uses the role playing to help mom cook a meal 2 telling my student about 27 being my birthday to help him remember Bridging: A student making an original writing 2 predicting what a character in an unknown story will do next based on what they know about the character
I think these are life skills that even at a young age transformation to real life is huge. When students can see how it is helping them in life. I also think it is huge when parents say their child came home and did some of the actives at home.
Near Transfer: Kindergarten 1. zipping coat to zipping back pack 2. sight words and transferring it to seeing it in a book.
Far Transfer 1. Using sight words in order use i correctly by saying it, defining it, and using it writing.
Hugging 1. teaching addition with manipulative and breaking them apart. Bridging: 1. Compare and contrast stories.
How do you provide real life situations to promote transfer of information?
Give 2 examples of “near” transfer and 2 examples of “far” transfer.
Near transfer Using social skills from a simulated experience, such as joining a conversation, in a real encounter in a supervised school environment - like recess Practicing breathing techniques to calm with coaching
Far transfer Joining a conversation at the park, or on the job site Self-calming with no adult in proximity
Give 2 examples of “hugging” and 2 for “bridging”.
Hugging Recognizing facial expressions on Face-It cards Telling what social skill is needed in a situational card in a social skills board game
Bridging Stopping an action when Mrs. M frowns Applying a social skill in another similar situation when it comes up in real life.
When I have had a student in group counseling, I will often remind them of skills we have learned when I see in the hallways or classrooms. I often do this when they are forgetting to use the taught skill.
Near Transfer 1. Using a self calming technique taught in group in the room group occurs in. 2. Recognizing they are off-task when the teacher signals them.
Far Transfer 1. Using a self calming technique in the classroom. 2. Recognizing they are off task without a signal from the teacher.
Hugging 1. Identifying one's own emotions. 2. Stating and understanding the classroom rules.
Bridging 1. Recognizing one's emotional reactions and handling them in a socially appropriate way. 2. Realizing when they are about to break a classroom rule and engaging in appropriate behaviors instead.
Student transfer of information taught to new situations and the development of student understanding are likely the primary goals of teaching. We want students to use learned skills in new situations and across diverse environments. When they can transfer skills learned in these situations, they have made the skills their own.
Near transfer occurs when we expect students to use their skills in situations that are closely related to what they have been taught. For example, if we teach students letter sounds, we want them to blend the sounds together to read words. When they are reading words, we teach sight words in isolation and eventually expect them to apply this skill to reading words in the context of reading passages.
Far transfer occurs when students use their skills to make connections when asked to perform seemingly unrelated tasks, such as taking their new ability to read and using it to become a writer, a greater leap than being a reader only. When students can write across environments and in diverse situations, they own the skill and can utilize writing through the course of their lifetimes.
Low Road Hugging is a path for transfer that utilizes situations that are in close proximity to each other. For example, if the teacher gives students opportunity to see similarities in words from flashcards to text, an opportunity was created that remained close to the beginning task. An example from math occurs after students are taught to add and subtract, then later expected to perform both operations on a mixed math page.
High Road Bridging is a path for transfer when teachers provide opportunity for students to use their newly learned skills at levels of greater complexity and in increasingly diverse situations, such as when students are expected to apply their ability to read a word to the more complex task of writing the word in sentences of increasing complexity. An example from math occurs when students are expected to use their abilities to add and subtract in using these skills to understand and solve algebraic equations.
How do you provide real life situations to promote transfer of information? I provide real life situations through questioning and linking the learning to the students interests. When I read a book to the students I make sure to find a way to relate the situation or characters in the book to something that occurs in the students daily lives.
Near: 1) A student knows how to sip a zipper on a zipper model and then can show how to do it on their coat 2) A student matches identical picture schedule cards and then can use the picture schedule appropriately to transition from activity to activity.
Far: 1) The functional student moves from zipping her own jacket to being able to zip other people's jackets or other types of jackets 2) The student moves from applying her picture schedule appropriately in the classroom transitions and now can use picture schedules appropriately in multiple settings; such as home or throughout the entire school.
Hugging: 1) Having students write numbers in order on a number grid chart and then having them do the same thing, but on different grid paper. 2) Having the students write letters on a chalkboard with a model and then having the students do the same activity, but on paper.
Bridging: 1) Having the students being able to apply number sequencing to multiple different math problems on paper 2) Having the students being able to write letters with correct letter formation on lined paper when writing sentences.
I love providing real life examples to kids when we are working. I definitely think it helps them make the connections and then transfer the knowledge.
Near Transfers: 1. sight words-having the student practice on their flashcards and then having them recognize it in their books. 2. math flashcards-having them practice their facts, and then be able to answer the problem correct on their fact sheet.
Far Transfer: 1. spelling words-having the student practice writing them daily and then correctly spelling the words in their daily writing 2. behavior-having the student practice what to to when they are angry in the resource room and then being able to apply the skill outside of the resource room.
Hugging: 1. behavior-having a student role play being angry and then what to do to calm themselves down or ask for help. 2. behavior-having a student role play different scenarios and practicing how to handle themselves appropriately.
Bridging: 1. behavior-after a behavior strategy has been practiced, having a student create a plan of action for themselves. 2. math-having a student read a story about money and it's amounts and then being able recognize and count real money.
Transfer is imperative in the learning process. Unfortunately, it can be very easy to get caught up in skill acquisition and then moving on before transfer has actually occurred. As the text reminds us, "All of the work we do as teachers is for naught if students fail to appropriately transfer their learning." If, "School is a time to apprentice students into the act of becoming their own teachers," then we as teachers must make sure that transfer is "both a goal of learning and a mechanism for propelling learning."
I have found that transfer can be easily seen when working with social skills. When a student is working through a social skill program, they are given tasks and exercises that are experienced regularly. For example, active listening is something that can be taught, discussed, modeled (positively and negatively), discussed again and then practiced throughout the student's schedule. The student may be verbally prompted in the classroom, hallway, and lunch line. All these situations are organic, authentic experiences that require active listening. This provides the student with an ability to transfer information from the classroom to the "real world."
Near transfer - 1) Student practices active listening with the social skills teacher and then transfers this skill when working with a general education teacher. 2) Student learns 6x7 from a flash card and then answers a question correctly in a math assessment.
Far transfer - 1) Student begins to use active listening skills practiced at school appropriately at restaurants, the library, and home. 2) Student uses math facts to determine the number of boxes on a shelf.
Hugging - 1) Student practices active listening as the teacher models and reminds the student of the steps involved. 2) Student practices math facts on an interactive computer program with an emphasis on factors of 6s and 7s
Bridging - 1) Student reflects on character listening skills when watching the Outsiders in ELA class. The student writes about the importance of listening during conflicts. 2) Student experiments stacking boxes in different ways on the shelf to determine the most efficient use of space.
Brandi Gibson
ReplyDeleteI think that one way we can do this is through role play, modeling and social stories. These strategies provide real life situations, and practice that all students can benefit. What comes to mind is character building and exhibiting desired and appropriate behavior in the classroom and transfer to out of the classroom. I think that it's important for student to realize that the skills that are being taught should carry over to other areas in the life. Near transfer is when like the book says- a student can recognize sight words on a card, but then can start recognizing them in a reading passage. Another example of near learning is when a student is learning time on an analog clock, and can then tell what time they need to get up so they can be ready for school. Far transfer has to do with using the right vocabulary word usage- to, too, two, or when a student is learning how to pronounce, say, define and write sight words. Hugging is used when a student role plays and then applies their new knowledge in other situations, and when student's use summarizing and then practice and rehearse knowledge. Bridging is when students might use metaphors and similes across different learning situations. It is also used when students apply new knowledge to dissimilar situations this can be used in compare/contrast situations.
This comment has been removed by the author.
ReplyDeleteI have been using the Bridge Map (part of Thinking Maps) to help with transfer of information. It's really simple; I take the current concept we are studying and link it to prior knowledge. The Bridge Map is all about relationships- how things relate and connect to each other. For example; my 8th graders just finished reading Number the Stars in preperation for Diary of Anne Frank that they will be reading in English. I made a Bridge Map on the board with the concept of the Danish people helping the Danish Jews escape to Sweden. I asked them to link this concept to another event in history. They came up with the Underground Railroad during the Civil War, which is exactly the relationship I wanted to them connect!
ReplyDeleteNear Transfer-
1) Teaching a low functioning student how to open other door knobs
once she has learned to open a certain kind.
2) Explaining the difference to a deaf student between STATES of
matter in science and the 50 STATES of America.
Far Transfer-
1) A 7th grade student identifying similies in James and the Giant
Peach after studying figurative language in English.
2) Math students understanding the connection between decimals and
money.
Low Road or Hugging-
1) Making a Tree Map of the insects in James and the Giant Peach
2) Making Bridge Maps of new concepts to prior knowledge.
High Road or Bridging-
1) Number the Stars- Choosing a view (opitmistic or pessimistic)
and citing real world examples of one or both.
2) Understanding the similiarities and differences between the
Santa Fe Trail and the Oregon Trail.
Some of this was confusing to me so I might have my examples mixed up!
I provide real life situations that promote the transferring of information in a few different ways. First my students have passion projects. These projects allow students to self-direct and to formulate their own questions about the topic of their choice. The project requires minimal guidance from the teacher and allows students to problem solve and explore their topics at their own pace, while sorting through the necessary and the unecessary information. I also do constant modeling in math. I work through a problem with them and show my thought process. During the modeling I try to relate it to real world applications. Showing that figuring out the circumference of a circle is helpful to a landscaper who needs to work around that area.
ReplyDeleteOne example of a near transfer would be driving. A student knows how to drive a car and then has the basic knowledge of how to drive a bus. Another would be learning to tie your shoes, and then tying an apron string.
An example of a far transfer would be when a student learned the principles of wind flow to design a windmill can transfer that knowledge to direct the sail on a sailboat. Another example of a far transfer is taking the skills learned in geometry class and applying them to a landscaping job or an architect job.
The high school student that needs to take a higher math class in order to study physics is one example of hugging. Another hugging example would be getting along with your siblings helps you to get along better with others.
Bridging examples are easiest to see in compare and contrasting new information. Also when students can apply language arts skills across the curriculum and not just in language arts class.
I thought I understood these concepts, then after reading others’ posts, I decided I needed to rethink it. I’m still not sure I completely put the correct concepts with the skills.
ReplyDeleteTeaching Transfers:
Skill: Working with a student to teach him to open doors for others
Near: practicing with my classroom door
Far: practicing when we are not in the school, such as entering the worksite or going into the bank to cash his check.
Skill: Counting change
Near: practicing counting change at the desk
Far: counting change to pay for an item at the store
Teaching Low Road Hugging and High road Transfers:
Skill: Making change
Low Road: I do think aloud with student to identify what number to begin the count
High Road: Student uses my example and starts counting up with change
Skill: Verbalize comprehension of Great Gatsby characters
Low Road: I summarize one of the character’s actions
High Road: Student predicts how the character will act in subsequent chapters
I also like to use real life situations in my teaching so that students can relate what we are doing to something they can use in life. I attempt to use these types of transfers in my teaching all of the time.
ReplyDeleteNear:
kid practicing driving a golf cart then to driving a car
In baseball a kid throwing to then using that to pitch
far:
learning vocab definitions then use them in a story of his own
Counting change then use that skill in a work situation
Low Road:
I thought a good example was using the 4 strategies in reciprocal teaching in life situations.
Teaching the use of technology then the student using it to do assignments on their own
High Road:
Geometry lesson showing the student how they will use it in real life then they use it to complete a home project
Technology use, then the student uses it to assist with a project after school career
To promote transfer using real life situations I either tell personal stories, have students share personal stories, or create hypothetical scenarios. The goal is for students to not only identify, but to apply what they have learned in school to real life situation. Math could be budgeting, language arts could focus on signing contracts or legal documents, science is in gardening or baking, etc. We want students be be able to transfer skills across curriculums and into every day life in order to be successful.
ReplyDeleteNear Transfer:
- Recognizing multiplication facts in math problems assigned
- Using a comma before a conjunction after it is taught in class
Far Transfer:
- Identifying "character traits" of historic individuals (i.e. Adolf Hitler, Donald Trump, etc.)
- Using math formulas in chemistry
Hugging:
- Using multiplication facts individually in homework assignments
- Introducing the theme in a lesson that connects to the story
Bridging:
- Using multiplication facts built into story problems
- Providing multiple themes to introduce propaganda
One that I have recently used real life to promote transfer is teaching place value and trading between tens and ones. I related that with dimes and pennies. It’s easier to carry a dime around than 10 pennies, just like it’s easier to have tens than 10 ones.
ReplyDeleteNear Transfer:
*Seeing a word on a word card and recognizing it in the book.
*Counting play coins in the classroom and going home and being able to count real coins
Far Transfer:
*Reading about a topic in one book, then when reading about a different topic and recognizing a person mentioned in the first task.
*Using a word in writing that had only been seen in reading
Hugging:
*Demonstrate how to solve a Math problem by solving a similar problem with students
Bridging:
*Students are able to make between connections between the main characters in books that are in different time periods or situations
*Teaching students that a quarter is ¼ of a dollar, students realize that a quarter of an hour is ¼ of an hour
I had a student who had a terrible time trying to learn the number 27. It was ALWAYS 17. I told him that I was sad because that's my birthday and now he always sees 27 and says,"27, like your birthday!" It gave the number a meaning besides just 27 and he was able to remember it better.
ReplyDeleteNear: Teaching a student to tie their shoes and then teaching how to tie a ribbon in their hair. 2 Teaching the uppercase letter O and using that to teach the lowercase letter o
Far: using a new vocabulary word orally that had only been seen in writing 2 using new reading skills to help sound out and spell a word in writing
Hugging: Pre-K child role plays making a meal and then uses the role playing to help mom cook a meal 2 telling my student about 27 being my birthday to help him remember
Bridging: A student making an original writing 2 predicting what a character in an unknown story will do next based on what they know about the character
I think these are life skills that even at a young age transformation to real life is huge. When students can see how it is helping them in life. I also think it is huge when parents say their child came home and did some of the actives at home.
ReplyDeleteNear Transfer:
Kindergarten
1. zipping coat to zipping back pack
2. sight words and transferring it to seeing it in a book.
Far Transfer
1. Using sight words in order use i correctly by saying it, defining it, and using it writing.
Hugging
1. teaching addition with manipulative and breaking them apart.
Bridging:
1. Compare and contrast stories.
How do you provide real life situations to promote transfer of information?
ReplyDeleteGive 2 examples of “near” transfer and 2 examples of “far” transfer.
Near transfer
Using social skills from a simulated experience, such as joining a conversation, in a real encounter in a supervised school environment - like recess
Practicing breathing techniques to calm with coaching
Far transfer
Joining a conversation at the park, or on the job site
Self-calming with no adult in proximity
Give 2 examples of “hugging” and 2 for “bridging”.
Hugging
Recognizing facial expressions on Face-It cards
Telling what social skill is needed in a situational card in a social skills board game
Bridging
Stopping an action when Mrs. M frowns
Applying a social skill in another similar situation when it comes up in real life.
When I have had a student in group counseling, I will often remind them of skills we have learned when I see in the hallways or classrooms. I often do this when they are forgetting to use the taught skill.
ReplyDeleteNear Transfer
1. Using a self calming technique taught in group in the room group occurs in.
2. Recognizing they are off-task when the teacher signals them.
Far Transfer
1. Using a self calming technique in the classroom.
2. Recognizing they are off task without a signal from the teacher.
Hugging
1. Identifying one's own emotions.
2. Stating and understanding the classroom rules.
Bridging
1. Recognizing one's emotional reactions and handling them in a socially appropriate way.
2. Realizing when they are about to break a classroom rule and engaging in appropriate behaviors instead.
Student transfer of information taught to new situations and the development of student understanding are likely the primary goals of teaching. We want students to use learned skills in new situations and across diverse environments. When they can transfer skills learned in these situations, they have made the skills their own.
ReplyDeleteNear transfer occurs when we expect students to use their skills in situations that are closely related to what they have been taught. For example, if we teach students letter sounds, we want them to blend the sounds together to read words. When they are reading words, we teach sight words in isolation and eventually expect them to apply this skill to reading words in the context of reading passages.
Far transfer occurs when students use their skills to make connections when asked to perform seemingly unrelated tasks, such as taking their new ability to read and using it to become a writer, a greater leap than being a reader only. When students can write across environments and in diverse situations, they own the skill and can utilize writing through the course of their lifetimes.
Low Road Hugging is a path for transfer that utilizes situations that are in close proximity to each other. For example, if the teacher gives students opportunity to see similarities in words from flashcards to text, an opportunity was created that remained close to the beginning task. An example from math occurs after students are taught to add and subtract, then later expected to perform both operations on a mixed math page.
High Road Bridging is a path for transfer when teachers provide opportunity for students to use their newly learned skills at levels of greater complexity and in increasingly diverse situations, such as when students are expected to apply their ability to read a word to the more complex task of writing the word in sentences of increasing complexity. An example from math occurs when students are expected to use their abilities to add and subtract in using these skills to understand and solve algebraic equations.
How do you provide real life situations to promote transfer of information? I provide real life situations through questioning and linking the learning to the students interests. When I read a book to the students I make sure to find a way to relate the situation or characters in the book to something that occurs in the students daily lives.
ReplyDeleteNear:
1) A student knows how to sip a zipper on a zipper model and then can show how to do it on their coat
2) A student matches identical picture schedule cards and then can use the picture schedule appropriately to transition from activity to activity.
Far:
1) The functional student moves from zipping her own jacket to being able to zip other people's jackets or other types of jackets
2) The student moves from applying her picture schedule appropriately in the classroom transitions and now can use picture schedules appropriately in multiple settings; such as home or throughout the entire school.
Hugging:
1) Having students write numbers in order on a number grid chart and then having them do the same thing, but on different grid paper.
2) Having the students write letters on a chalkboard with a model and then having the students do the same activity, but on paper.
Bridging:
1) Having the students being able to apply number sequencing to multiple different math problems on paper
2) Having the students being able to write letters with correct letter formation on lined paper when writing sentences.
I love providing real life examples to kids when we are working. I definitely think it helps them make the connections and then transfer the knowledge.
ReplyDeleteNear Transfers:
1. sight words-having the student practice on their flashcards and then having them recognize it in their books.
2. math flashcards-having them practice their facts, and then be able to answer the problem correct on their fact sheet.
Far Transfer:
1. spelling words-having the student practice writing them daily and then correctly spelling the words in their daily writing
2. behavior-having the student practice what to to when they are angry in the resource room and then being able to apply the skill outside of the resource room.
Hugging:
1. behavior-having a student role play being angry and then what to do to calm themselves down or ask for help.
2. behavior-having a student role play different scenarios and practicing how to handle themselves appropriately.
Bridging:
1. behavior-after a behavior strategy has been practiced, having a student create a plan of action for themselves.
2. math-having a student read a story about money and it's amounts and then being able recognize and count real money.
Transfer is imperative in the learning process. Unfortunately, it can be very easy to get caught up in skill acquisition and then moving on before transfer has actually occurred. As the text reminds us, "All of the work we do as teachers is for naught if students fail to appropriately transfer their learning." If, "School is a time to apprentice students into the act of becoming their own teachers," then we as teachers must make sure that transfer is "both a goal of learning and a mechanism for propelling learning."
ReplyDeleteI have found that transfer can be easily seen when working with social skills. When a student is working through a social skill program, they are given tasks and exercises that are experienced regularly. For example, active listening is something that can be taught, discussed, modeled (positively and negatively), discussed again and then practiced throughout the student's schedule. The student may be verbally prompted in the classroom, hallway, and lunch line. All these situations are organic, authentic experiences that require active listening. This provides the student with an ability to transfer information from the classroom to the "real world."
Near transfer - 1) Student practices active listening with the social skills teacher and then transfers this skill when working with a general education teacher. 2) Student learns 6x7 from a flash card and then answers a question correctly in a math assessment.
Far transfer - 1) Student begins to use active listening skills practiced at school appropriately at restaurants, the library, and home. 2) Student uses math facts to determine the number of boxes on a shelf.
Hugging - 1) Student practices active listening as the teacher models and reminds the student of the steps involved. 2) Student practices math facts on an interactive computer program with an emphasis on factors of 6s and 7s
Bridging - 1) Student reflects on character listening skills when watching the Outsiders in ELA class. The student writes about the importance of listening during conflicts. 2) Student experiments stacking boxes in different ways on the shelf to determine the most efficient use of space.