This was a question posed to me by a friend, colleague, blogger, and IB practitioner. Actually, the question asked for my “top 5 MUST dos” related to this question.
It has had me thinking this week, and I have had trouble coming up with my “top 5”. In the end, I settled on “my top 5 for now” when I replied to me friend.
If teachers are attempting to teach for “Conceptual Transfer” (for more on teaching for Conceptual Learning, check out the works of Lynn Erickson ), here are some of my ideas for success.
1. Teachers access and activate prior knowledge.
2. Teachers use physical and mental models, and teach students how to use them.
3. Teachers make it explicit when “transfer” is happening to them personally.
4. Teachers make it explicit when “transfer” would be a benefit to students (related to #1, but #4 also implies leading students to see where what they are learning now… will become useful “prior knowledge” in the future).
5. Teachers must be aware of what students are learning, both vertically and horizontally (i.e. horizontally = same grade level…vertically = same discipline).
#5 leads me to think: what must a Learning Institution do if it is to teach for “conceptual transfer”?
What are your thoughts about teaching for conceptual transfer, either as an indivual or as an institution?