TRANSFER LEARNING
Based on our peer discussions, what high-effect strategy or strategies could we use in a school-wide setting?
How?
Educating Gen Zs is a whole new world.... but educators, we are up to the challenge!
Educating Gen Zs is a whole new world.... but educators, we are up to the challenge!
I use transfer learning in the classroom by using Formal Discussions (0.82) to allow for students to discuss their thoughts and share their knowledge to learn from one another. When I am working with Collab teachers, I use Problem Solving Teaching (ES=0.61) to have students solve problems to which there are multiple correct answers and look at the different way to find an answer. We also do some extended writing (.44) in Collaborative teaching when students are answering questions on their Reading, Math and Writing tests.
ReplyDeleteBased on our discussion, I think one high - effect strategy we could use more in a school wide setting is peer tutoring(ES= .66). I believe there is power in having students learn from each other. It motivates students to become the expert on a topic so they can teach it to others. When students know they are going to be teaching something, they have to understand the topic completely. It also motivates the other students to learn the material that is being taught by their peers. It also helps a student learn when they hear things explained by peers in a way they might understand better.
ReplyDeleteI wonder if we could have cross-grade peer tutoring/peer learning (ES = 0.6) on one or two afternoons per week: On or above grade-level students could assist their grade-level peers, while struggling students could assist lower grade-level students, building their base knowledge and confidence. Students could take turns being the instructor/learner depending on the day/week. Even if it was only for 15 minutes, I think it would be motivating and confidence boosting...even fun? :)
DeleteOne high-effective strategy that can be used is synthesizing information across texts (ES 0.63), specifically making connections across texts. In 8th grade specifically, in our current unit on the events that led to the Civil War, I am being intentional about incorporating various texts or various quotes that show varying points of view and ways of life. Through assignments and class discussions (ES 0.82), students are noting what life was like during this time in history for different groups of people, how the texts are similar and different, and what the different perspectives/points of view on an issue are. Students are also explaining what the two sides are and each sides’ beliefs in the lead up to the Civil War.
ReplyDeleteBased on our peer discussions, what high-effect strategy or strategies could we use in a school-wide setting? How?
ReplyDeleteOne area of concern that I feel we could implement in our school is Extensive Writing (0.44). Even though it doesn't have a high (high) effect size it is imperative that our kiddos learn how to write, research, and think creatively. As I give assignments, I try to transform the idea of "assign and submit" to engaging students with interactive, evidence-based learning that promotes depth and engagement while writing. Some things that we could do, and we probably are already implementing this in our classrooms is writing across genres and subjects, allowing for multiple revisions and feedback. My kiddos really like to know what they did wrong, and how can they improve, and allowing kids time to reflect and think about their writing. Now let's find the time in our day to do all of this!! That's been the hard part for me! :-)
I believe that synthesizing information across texts (ES = 0.63) would be an excellent high effect strategy to use school wide. With the recent changes in the ELA standards emphasizing multimodal and multimedia literacy, this approach supports students in connecting ideas from various sources—such as traditional texts, videos, graphs, and images. By engaging with multiple forms of media, students develop a deeper understanding of the material and learn to consolidate information from different perspectives. This not only strengthens comprehension but also builds the background knowledge and analytical skills needed to interpret and evaluate complex text features in future learning.
ReplyDeleteHere again, I feel peer tutoring is a great transfer learning strategy (ES= 0.66) that would be effective across all grade levels. Peer tutoring can create an opportunity for collaboration, confidence, and shared learning. Students can take an active role in helping each other, which increases accountability and leadership. Students can be paired based on skill levels or subject areas for targeted support.
ReplyDeleteTo implement this and make it successful, tutoring sessions should be scheduled and monitored. It might be beneficial to provide virtual training sessions that teach tutors how to ask questions and give constructive feedback. Recognizing and celebrating student's efforts would also help with encouraging participation.
This blog published by Clara Hines.
DeleteIn Special Education, I use different learning strategies for students to expand their learning throughout the school year. One strategy I use is Teach for Conceptual understanding (.75), which allows for students to start with deep learning and move into transfer learning. This builds deep understanding, and allows students to use their knowledge across subjects. I also use Teach Strategy Use Explicitly (.69) this allows for students to become more strategic and independent problem solvers. These strategies can be used school wide to let students use their knowledge in different subjects and teach strategies they have learned with other classmates.
ReplyDeleteThere are several transfer learning strategies that are definitely highly effective and necessary for continued student growth. While, yes, they can be time consuming to set-up, students keeping up with a digital portfolio is an incredibly beneficial tool. Cognitive Task Analysis (1.29) is a difficult acquisition, but the set up of digital portfolios makes the scaffolding of CTA easy and universal. I am looking forward to some time to devote to my students' digital portfolios and blogs as the 1st semester starts wrapping up.
ReplyDeleteAt the end of the nine weeks, I like for one of their assignments to be adding a summary or even a full expository writing on their subject pages over one of our main topics for that nine weeks. If more than one has been covered, students can have choice in which topic they add or they could stick to summaries of multiple instead of an extended writing. This is great documentation of their acquisition of the content standards to use comparatively in upcoming months and to also use for conferencing with parents and peer reviews.