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Module 2 - Facilitating Learner - Centered Teaching

This document discusses analogical processes, transfer of learning, and ways to promote transfer. It also discusses memory and recall. The key points are: 1) Analogical processes involve retrieving, mapping, accessing, abstracting, and representing similar information from long-term memory. Analogical reasoning requires comparing new and familiar concepts. 2) Transfer of learning refers to applying knowledge from one context to another. Positive transfer occurs when previous learning aids new learning while negative transfer happens when contexts are different. 3) Ways to promote transfer include similarity, association, degree of original learning, and identifying critical attributes between concepts.

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Sheila Mae Paltep
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
5K views

Module 2 - Facilitating Learner - Centered Teaching

This document discusses analogical processes, transfer of learning, and ways to promote transfer. It also discusses memory and recall. The key points are: 1) Analogical processes involve retrieving, mapping, accessing, abstracting, and representing similar information from long-term memory. Analogical reasoning requires comparing new and familiar concepts. 2) Transfer of learning refers to applying knowledge from one context to another. Positive transfer occurs when previous learning aids new learning while negative transfer happens when contexts are different. 3) Ways to promote transfer include similarity, association, degree of original learning, and identifying critical attributes between concepts.

Uploaded by

Sheila Mae Paltep
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Module 2

Republic of the Philippines


MALLIG PLAINS COLLEGES INC.
Casili, Mallig, Isabela

FACILITATING LEARNER – CENTERED TEACHING

MODULE 2

Analogical Processes
An analogue is a referent or equivalent cognitive information in the brain that can easily
be accessed or mapped when needed. Analogical process or thinking refers to our ability to
perceive and use relational similarity. Analogical processes include the following:
 Retrieval – prior similar or analogous material may be retrieved from long-term memory
system.
 Mapping – involves discovering which elements of the novel problem correspond to
elements in the stored analogue; representational structures must be aligned with each
other.
 Access – involves retrieval of a familiar analogue or other information from long-term
memory when presented with a novel problem.
 Abstraction – refers to the formation of general ideas about the problem.
 Representation – involves the adaptation of one or both representations to improve the
match.
 Evaluation – involves at least three kinds of judgment: (1) structural soundness, (2) factual
correctness, and (3) relevance.
Analogical reasoning is a method of information processing that requires the comparison
of related features between the old and new concepts. Information processing develops by
identifying the new idea to be learned (target domain). It is then compared to an idea that is already
well understood (general matching domain). The two domains must contain similarities for a valid,
substantial comparison. When the new information is learned, transfer of learning follows.

Transfer of Learning
Transfer is the effect of prior learning. Transfer can be extended from the original context
to the new one. The following are reasons why transfer does not work:
 Some bits of knowledge are embedded in single contexts. Students fail to transfer what
they know because sometimes they are confined to a single context in which knowledge is
acquired.
 Lack of conditional knowledge. The word “conditional” means contingent, dependent, or
provisional. For transfer to occur, students should know when and where to use their
knowledge in a meaningful context.
 Lack of conceptual knowledge. When students have a deep understanding of concepts,
they can make possible transfer because learning a concept leads to understanding another

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Facilitating Learner – Centered Teaching
Module 2

concept. As they acquire deep information processing techniques, they are in a better
position to develop conceptual knowledge necessary for understanding other forms of
related concepts.
 Inaccurate conceptions of the mind. This accounts for how students view their minds in
relation to learning. Usually, students who have a clear understanding of how the human
mind works have a better chance of developing positive transfer.
 Lack of metacognition. When students do not possess the ability to think how their thought
processes develop or if they lack the ability to regulate and monitor their own thoughts,
they cannot afford to develop transfer.

Positive transfer occurs when students have the ability to harness strong associations for
some recall in the future. If they can use what they have learned in novel situations, there is positive
learning. Positive transfer can be shown when previous learning is used to acquire present learning.
Negative transfer occurs when students find two events or items similar when in fact they
are not. In other words, negative transfer happens when two materials are different.

Ways to Promote Transfer


It has been the purpose of every teacher to promote positive transfer of learning in the
classroom. As we teach, we emphasize the idea that learning tasks in the classroom should be well
orchestrated in order to promote learning. There are several ways to promote learning: (1)
similarity, (2) association, (3) degree of original learning, and (4) critical attributes
Similarity. Transfer can be generated by the similarity of a given learning situation. If
something is being learned, that learning can also be used in another similar situation. We
often use similarity in various learning tasks in the classroom.
Association. Two feelings, events, or actions are held together if they have established their
relationships or associations. If they have created their special power to form associations,
they can create a special bond that makes them inseparable.
Degree of original learning. It means that everything we do falls within the range or degree
of performance. A certain activity may be categorized as easy, average, or difficult. Our
performance of a desired behavior may be classified as poor, good, or best.
Critical attributes. Another way through which effective transfer may be promoted is
through critical attributes. Attributes are qualities or things that are caused by certain
circumstances. Critical attributes are qualities that make objects different from the rest.

Ways to Teach Critical Attributes


We need to do the following:
 Identify the attribute that describes something as what it is. Assigning qualities or
attributes to something is not an easy task. However, we should do our best to simplify the
attributes and make them clear enough so that students understand how such attributes are
different from the rest.

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Module 2

 Provide simple and specific examples. To understand critical attributes better, it is


important that we select examples at the start of the activity.
 Move on to the complicated examples in a gradual manner. When students have
acquired the basic concepts, with the use of specific examples, we can move on to more
complex examples of attributes.
 Allow students to generate examples of their own. If students already understand critical
attributes and can discriminate between simple and complicated ones, they may then be
encouraged to provide their own examples.
 Help students realize that there is a limit to various attributes. Not all things in this
world are borderless. It means that everything has its limitations and boundaries. Things
are constrained in parameters that set the limits to what we would like to do. As we continue
to search for meaning in order to understand critical attributes, we come to realize that there
is more to know. The more we explore the vast realm of learning, the more we realize that
there is a room for more insights and opportunities for learning.

Memory and Recall


There is no single best method of using a filing cabinet residing in our brain nor does our
brain archive voluminous amount of information in some linear systems. To explain how memory
works, it is best to think of it in terms of process rather than location. However, multiple memory
locations and systems are responsible for our learning and recall. Different learning tasks require
different ways to store and recall information. Specific parts of the brain such as our neurons are
responsible for retrieval process that activates our dormant neurons to trigger our memories. Our
memories are formed through the following:
 We think, feel, move, and experience life in this environment (called sensory stimuli). The
brain registers all our experiences.
 The brain structures and processes prioritize our sensory stimuli.
 Chemical reactions activate brain neurons by transmitting information to other neurons
 Repetition, practice, and motivation strengthen brain connections between nerve cells.
These connections are called synapses.

Practical Applications to Better Recall


 Ask students to build a working model that embodies the key elements of a lesson.
 Encourage student study groups.
 Encourage good and balanced nutrition.
 Create a positive association with the material.
 Assign review partners but provide choices in the process.
 Read key concepts with a musical backdrop.
 Ask students to mind-map a subject and share their work within small group discussions.
 Set up peer teaching activities or class presentations.
 Learn in different places so that each location provides a context clue.

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Module 2

Retrieval Tips
 Increase the use of storytelling, visualization, and metaphors in your presentation.
 Attach a strong emotion to new learning with a purposively intense activity.
 Present new learning within 10 minutes, then after 48 hours, and gain after a week.
 Provide concrete reminders to new learning such as an artifact.
 Act out a new learning.
 Make an acrostic to new learning.
 Provide other mnemonic devices.
 Depict a new learning on a large colorful poster and put it in the classroom.
 Ask students to identify patterns and look for connections or associations.
 Ask students to summarize their learning with a mind map.
 Let students ask “What is in it for me?” to increase meaningfulness and motivation.
 Increase accountability with constant reminders, reviews, and check-ups.
 Incorporate real life problems and situations to teach the content and process.
 Incorporate journal writing as a form of personal reflections.
 Provide breaks to consolidate learning.

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