Module 15

Transfer of Learning
Take the challenge!
In this module, challenge yourself to attain
the following learning outcomes:

• Explain how transfer of learning

occurs.
• Identify the factors that affect
transfer of learning
• Apply principles of transfer in
facilitating transfer of learning
Introduction

Teachers want their students to apply

the knowledge and skills they learn in
class to other situations. When one
recognizes a situation as something
similar in a way to what he has
experienced before, his tendency is to
use the knowledge and skills he has
learned to this new situation.
Advance Organizer

Transfer of Learning

Conditions and
Types of Transfer Principles of Transfer
 Activity
Discuss this:
• Will a skilled typist find it difficult to use the
computer keyboard when s/he encodes?

Do this:
• Let your teacher/a classmate, whose
cellphone features differ from yours, use
your cellphone. Was s/he able to use
your cellphone without your help?
Reflect on this:

• A thesis writer onced

remarked: "Buti na lang, we
were required to do action
research in the undergraduate.
It helped me a lot in my
thesis"
Read this:
• A preacher used this analogy of the Dead Sea
and the Sea of Galilee and life. The Dead Sea
is dead. Only a few living things can thrive
there because of its high salinity. All that the
Dead Sea does is receive and receive water. It
does not give away. It is dead. This is likened
to a person who is psychologically dead
because all he does its receive. He never gives
away.
In contrast, the Sea of Galilee is
full of life. It receives water from
the River Jordan and readily gives
away. It is generous and teems
with life. It is like a person who
receives but gives away and
shares what he receives with
others.
 Analysis:
• why the skilled typist didn't find any difficulty in
using the computer keyboard.
• why your teacher/classmate couldn't use a
cellphone different from his/her without
assistance.
• why the thesis writer found thesis writing much
easier because of the action research s/he went
through.
• how your understanding of a true and happy
life was made concrete by the use of the
analogy of the Dead Sea and the Sea of Galilee
Abstraction/Generalization

Transfer of Learning

 happens when learning in one context or with

one set of materials affects performance in
another context or with other related
materials.
 simply put, it is applying to another situation
what was previously learned.
 For example, learning to use roller skates later
helps a person to learn more quickly to ice
skate.
 Learning to get along with classmates in
preschool helps the child adjust and relate well
with classmates in the "big" school, or even
playing highly competitive on-line computer
games might even make one better strategic
thinker in politics or business.
 Transfer is a very significant concept in
education and learning theory because
most of those concerned in education aim
to achieve transfer.
 Frequently, the circumstance of learning
(classrooms, works books, tests, drills)
differs significantly from the situations
when what is learned is to be applied (in
the home, on the job, within complex
tasks).
 As a result, the educational goals are not
met until transfer occurs. This makes a
transfer a very important aspect of
instruction.
 It may be true that in most cases the goal
of transfer of learning from classroom to
real life situations is not achieved.
 So it is vital that as a future teacher you
have a clear understanding of how best to
teach your learners so that transfer of
learning is facilitated.
 After all, what good is there in providing
your learners with tons of knowledge and
a multitude of skills if they cannot apply
them when they need to.
Types of Transfer

 Positive transfer.

occurs when learning in one context

improves performance in some other
context. For instance, a speaker of
Spanish would find it easier to learn
Mexican language than Japanese.
 Negative transfer.

occurs when learning in one context impacts

negatively on performance in another.

 For example, learners commonly assimilate

a new language's phonetics to crude
approximations in their native tongue and
use word orders carried over from their
native tongue.
 Near transfer.
refers to transfer between very similar
contexts. This is also referred to as specific
transfer.
 For example, when students answer types
of algebra word problems in an exam
which are similar to what they had in their
seatworks. Or when a student is learning to
use a new cellphone that is somehow
similar to the one she had before.
 Far transfer.
refers to transfer between contexts
that, on appearance, seem remote and
alien to one another. This is also called
general transfer.
 For example, Stephen Covey applied the lesson of
the Aesop's fable of "The Goose That Lays the
Golden Eggs" to managing corporations. He said
we should take care of the goose rather than kill
it. To be successful in business we should take
care of our workers not burden them.
Conditions and Principles of Transfer

 These principles are based on the

factors that affect transfer of learning.
 These factors are similar to what
Perkins termed "conditions of
transfer".
 Below you will find the factors with
the consequent principles and
educational implications.
Conditions/Factors Principle of Implications
affecting transfer of Transfer
learning

Similarity between two The more similar the two Involve students in
learning situations situations are, the greater learning situations and
the chances that learning tasks that are similar as
from one situation will be possible to the situations
transferred to the other where they would apply
situation. the tasks.

Degree of Meaningful learning Remember to provide

meaningfulness/relevanc leads to greater transfer opportunities for learners
e of learning than rote learning to link new material to
what they learned in the
past.
Conditions/Factors Principle of Implications
affecting transfer of Transfer
learning

Length of instructional The longer the time spent To ensure transfer, teach
time. in instruction, the greater a few topics in depth
the probability of transfer rather than many topics
tackled in a shallow
manner.

Variety of learning Exposure to many and Illustrate new concepts

experiences varied examples and and principles with a
opportunities for practice variety of examples. Plan
encourages transfer activities that allow your
learners to practice their
newly learned skills
Conditions/Factors Principle of Implications
affecting transfer of Transfer
learning

Context for learner's Transfer of learning is Relate a topic in one subject

experiences most likely to happen to topics in other subjects or
when learners discover disciplines. Relate it also to
that what they learned is real life situations
applicable to various
contexts

Focus on principles rather Principles transfer easier Zero in on principles

than tasks than facts related to each topic
together with strategies
based on those principles
Conditions/Factors Principle of Implications
affecting transfer of Transfer
learning

Emphasis on Student reflection Encourage students to

metacognition improves transfer of take responsibilty for
learning their own learning, to
reflect on what they
learned
Application
1. Choose a topic related to your field
of specialization.

2. Extend the Table below by thinking

of specific learning activities that
would apply the principle of transfer
Topic __________________
Implication Specific Learning
Ativity/Strategy

Involve students in learning

situations and tasks that are
similar as possible to the
situations where the would
apply the tasks.

Remember to provide
opportunities for learners to
link new material to what they
learned in the past

To ensure transfer, teach a few

topics in depth rather than
many topics tackled in a
shallow manner.
Illustrate new concepts and
principles with a variety of
examples. Plan activities that
allow your learners to practice
their newly learned skills.

Relate a topic in on subject to

topics in other subjects or
disciplines. Relate it also to real
life situation

Zero in on principles related to

each topic together with strategies
based on those principles

Encourage students to take

responsibilty for their own
learning and to reflect on what
they learned.