Continuing with the book: How People Learn
1. Transfer learning should be viewed as increased speed of lesrning in a new domain. So sometimes you might have to wait to see the effects of transfer. Thus it may not be apparent on day 1 that students have transferred their learning from a previous domain. But by day 2 or 3, the effect may start becoming motivator.
2. Students may need prompting at first to map their previous learning to current task. Prompts such as "does this remind you of something you have done recently" can be used and gradually withdrawn.
3. Metacongitiv lesrningcan facilitate transfer without prompts.
A. Reciprocal teaching for reading comprehension is an example of metacognitive teaching.
B. Alan schoenfeld (1991) has developed an approach for teaching math problem solving using polya's heuristics and teaching them using a reciprocal approach. Initially, the teacher demonstrates the processes for generating alternative courses of action, evaluating which course is appropriate for the problem, and assessing one's progress. Gradually students learn to ask themselves these questions and the teacher's modeling is withdrawn.
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