learning for transfer
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Learning for Transfer. Week 4. One Train may Hide Another. Kenneth Koch. The beginning…. In a poem, one line may hide another line, As at a crossing, one train may hide another train. That is, if you are waiting to cross The tracks, wait to do it for one moment at - PowerPoint PPT PresentationTRANSCRIPT
Learning for Transfer
Week 4
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One Train may Hide Another
Kenneth Koch
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The beginning…
In a poem, one line may hide another line,
As at a crossing, one train may hide another train.
That is, if you are waiting to cross
The tracks, wait to do it for one moment at
Least after the first train is gone. And so when you read
Wait until you have read the next line-
Then it is safe to go on reading.
In a family one sister may conceal another,
So when you are courting, it's best to have them all in view
Otherwise in coming to find one you may love another.
One father or one brother may hide the man,
If you are a woman, whom you have been waiting to love.
So always standing in front of something the other
As words stand in front of objects, feelings, and ideas.
One wish may hide another. And one person's reputation may hide
The reputation of another. One dog may conceal another
On a lawn, so if you escape the first one you're not necessarily safe;
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The end…
One song hide another song: for example "Stardust"
Hide "What Have They Done to the Rain?" Or vice versa. A
pounding upstairs
Hide the beating of drums. One friend may hide another, you sit at
the foot of a tree
With one and when you get up to leave there is another
Whom you'd have preferred to talk to all along. One teacher,
One doctor, one ecstasy, one illness, one woman, one man
May hide another. Pause to let the first one pass.
You think, Now it is safe to cross and you are hit by the next one.
It can be important
To have waited at least a moment to see what was already there.
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Announcements
Thank you for your preproposals; proposals due next week
Section meetings Wednesday, October 18 at 11:30 AM
Thursday, October 19 at 2:00 PM
Quick questions after class
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Review and Preview
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Seeing how the Pandora questions help to organize ideas about creating learning
Avoiding ‘aboutitis’, thinking of learning as a matter of always getting better at some rich activity.
Some skill in looking at learning through the lens of Theory One
A feel for creating learning guided by Theory One
Teaching for Understanding
Whole game learning, big field of action around the knowledge base
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Preview
1. Three big ideas about transfer
2. Finding opportunities for transfer
3. Transfer at scale: WIDE World
4. Signs of transfer
5. WIDE World as a scaling initiative
6. Rapid review and looking ahead
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Learning goals
Expanded sense of how teaching for transfer works and ways to teach for transfer.
How to look at the ‘what, to where, and how’ of transfer.
Approaching transfer of learning on a wide scale.
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Three Big Ideas about Transfer
Goal: Develop insights about how transfer works through imagery
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Black sheep theoryTransfer doesn’t happen much
except for near transfer. Forget it.
Good shepherd theoryTransfer happens but the learning
conditions need to be right.
Bo Peep theoryTransfer just happens…”Leave them
alone and they’ll come home.”
concepts, strategies, skills, practices, attitudes, etc.
Reflective abstraction
Detect a potential connection through reflection
Motivated to see it through Elaborate
reflectivelyInitial learning
Initial learning
Variations close to transfer target
Detect potential connection through automatic activation
Motivated to see it through
Play out connection in action
High road (“bridging”)
Low road (“hugging”)
Initial setting Transfer setting
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1. WHAT might transfer, what are the opportunities for transfer here?
2. To WHERE might it transfer, to what range of contexts, situations, etc.?
3. HOW can you (the teacher, designer, even the learner) help the transfer with bridging and/or hugging?
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Finding Opportunities for TransferGoal: Develop the craft of teaching for transfer by looking for transfer opportunities in content
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Quick Design
The poem Ulysses
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Water balloon bungee jumping
1. WHAT might transfer?
2. WHERE might it transfer to?
3. HOW can you help with bridging and hugging?
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Transfer at Scale: WIDE World
Goal: Examine how transfer can work at scale by analyzing a case
Mission in briefMission in brief
Research
Investigate issues of professional development via the World Wide Web and scale
Impact
Eventually reach a large number of educators with effective professional development—up to 10,000 per year
Inform HGSE, provide infrastructure, tools, foot in the door of distance learning
The distinctive challenge The distinctive challenge of professional developmentof professional development
Academic learning
Priority on the dialog among ideas
connecting, critiquing, seeking evidence, building arguments, drawing out implications, etc.
Learning for practice
Priority on the dialog between ideas, action plans, and actions
acting effectively day by day and in the moment against a backdrop of ideas and revising the backdrop.
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Signs of Transfer
Goal: Practice looking for signs of transfer with the help of a tip sheet
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Video documentary about TfU and WIDE World
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WIDE World as a scaling initiative
Goal: Understand through commentary how WIDE World attempts scale
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1. A wide-scale innovation should not escalate teacher workload.
2. A wide-scale innovation should allow teachers a creative role.
3. A wide-scale innovation should avoid extreme demands on teachers' skills and talents.
4. A wide-scale innovation should include strong material support.
5. A wide-scale innovation should not boost costs a lot.
6. A wide-scale innovation should fulfill many conventional educational objectives at least as well as conventional instruction.
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Rapid Review and Looking Ahead
Goal: Consolidation and mental preparation
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Learning goals
Expanded sense of how teaching for transfer works and ways to teach for transfer.
How to look at the ‘what, to where, and how’ of transfer.
Approaching transfer of learning on a wide scale.
32Back to PandoraBack to Pandora
1. What’s worth learning? What topics are worth learning? What inside a topic is worth learning? Beyond knowing stuff, what ‘whole games’ are learners getting better at? (Avoid
‘aboutitis’! Not just the knowledge base but lots of action around it!) Can we have generative topics (TfU)?
What can transfer, and to where?
2. What’s hard about learning that? Where should we watch out for fragile knowledge: missing, inert, naïve, ritual
Will the transfer we want occur? How can we ‘shepherd’ it?
3. So how is it best learned? What’s the source’s share? / What’s the learner’s share Can we keep all four sides of Theory One in play? – clear information, thoughtful
practice, informative feedback, strong intrinsic or extrinsic motivation. Can we mobilize TfU: Generative topics, understanding goals, understanding
performances, ongoing assessment, mental models?
How can we teach this for transfer with the ‘low road’ and the ‘high road’?
4. How is the learning going? Can we arrange for truly informative feedback (from Theory one)? How can we organize ongoing assessment (TfU)?
What transfers can we look for to track the process of learning?
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Transferring transfer
As you encounter various learning experiences, ask:
1. How well designed for transfer are they?
2. How could they be better?
3. What’s your role, as an autonomous learner, in fostering transfer for yourself?
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You think, Now it is safe to cross and you are hit by the next one. It can be importantTo have waited at least a moment to see what was already there.