In Module 6, the explore post will involve a literature review around the topic of transfer. You shouldn’t try to include ‘everything’, but organise the discussion around key themes, questions or important debates most related to the problems you identify for your pupils.
However, the overall goal remains the same – to provide a window into your thinking. How has your thinking evolved in light of your recent reading and reflection? The guiding questions below are examples of things you might wish to consider – however, please treat them as suggestions rather than constraints.
Give yourself 1500-2000 words to explore the reading about transfer and reflect on your practice. As you are reviewing the literature, consider also reflecting on some of the following questions:
- Why is the issue of transfer a problem relevant to your teaching?
- What is an example of where pupils need to be able to transfer their learning in the context of your phase or subject teaching?
- What have researchers discovered regarding the transfer of learning over the years?
- Do researchers agree about the definition of transfer?
- What are some of the important key terms and concepts that have emerged from this literature?
- Where are the points of contention or disagreement between different researchers?
- How has the reading challenged or changed your thinking about transfer of learning?
- Has the research helped you to analyse and understand the challenge your pupils experience with applying their learning?
- Are there arguments which particularly align or conflict with your experience or other research you have read?
- Which aspects of your practice might be more aligned with the research?
- What links can be made to other modules of study?
- Thinking about the changes in practice you implemented over the masters – are there links to your reading and move from ‘consolidation’, ‘assessment’, ‘optimising load’, ‘curriculum’ or ‘motivation’ which appear relevant or might need to be revisited in light of your reading?
- Reading list
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Didau, D. (2016, 17 Oct) The trouble with transfer: How can we make learning more flexible? [blog]. Retrieved from https://learningspy.co.uk/learning/trouble-transfer-can-make-learning-flexible/
Willingham, D. (2019) How to teach critical thinking. Future Frontiers | Occasional Paper Series. NSW Department of Education. (PDF)
Woolridge, C. & Weinstein, Y. (2016, 02 June) What is transfer and why is it so hard to achieve (part 1). Retrieved from: https://www.learningscientists.org/blog/2016/6/2-1
Pan, S.C. & Agarwal, P.K. (2018) Retrieval practice and transfer of learning: Fostering students’ application of knowledge. [online]. Retrieved from http://pdf.retrievalpractice.org/TransferGuide.pdf
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin. http://dx.doi.org/10.1037/bul0000309 (PDF)This study builds upon a range of evidence suggesting that strategies like retrieval practice can help to facilitate the consolidation and transfer of that learning.
Pan, S. C., & Rickard, T. C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological bulletin, 144(7), 710. (PDF)
Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?. Journal of Educational Psychology, 111(2), 189. (PDF)
Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current directions in psychological science, 21(5), 279-283. (PDF)
McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013). Quizzing in middle‐school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27(3), 360-372. (PDF)
Rohrer, D., Taylor, K., & Sholar, B. (2010). Tests enhance the transfer of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(1), 233. (PDF)
Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1), 2. (PDF)