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close this bookHow Children Learn (IAE - IBE - UNESCO, 32 p.)
View the document(introduction...)
View the documentThe International Academy of Education
View the documentPreface
View the documentIntroduction
View the document1. Active involvement
View the document2. Social participation
View the document3. Meaningful activities
View the document4. Relating new information to prior knowledge
View the document5. Being strategic
View the document6. Engaging in self-regulation and being reflective
View the document7. Restructuring prior knowledge
View the document8. Aiming towards understanding rather than memorization
View the document9. Helping students learn to transfer
View the document10. Taking time to practice
View the document11. Developmental and individual differences
View the document12. Creating motivated learners
View the documentReferences and further reading
View the documentThe International Bureau of Education - IBE

9. Helping students learn to transfer

Learning becomes more meaningful when the lessons are applied to real-life situations.

Research findings

Students often cannot apply what they have learned at school to solve real-world problems. For example, they may learn about Newton's laws at school but fail to see how they apply in real-life situations. Transfer is very important. Why should someone want to go to school if what is learned there does not transfer to other situations and cannot be used outside the school?

In the classroom

Teachers can improve students' ability to transfer what they have learned at school by:

· Insisting on mastery of subject matter. Without an adequate degree of understanding, transfer cannot take place (see previous principle).

· Helping students see the transfer implications of the information they have learned.

· Applying what has been learned in one subject-matter area to other areas to which it may be related.

· Showing students how to abstract general principles from concrete examples.

· Helping students learn how to monitor their learning and how to seek and use feedback about their progress.

· Teach for understanding rather than for memorization (see previous principle).

References: Bruer, 1993; Bransford, Brown & Cocking, 1999; Bereiter, 1997.