LESSON 5

TRANSFER OF LEARNING

Transfer happens when previous learning is used to acquire new bits of

information. Transfer of learning becomes the foundation of all students ability to
interpret data, solve problems, make decisions, and perform other cognitive tasks.
However, not all transfers are positive for some are negative. If a previous learning
hinders the acquisition of a new learning, transfer is said to be negative. On the contrary,
if the new material is facilitated easily without any hassle, transfer is said to be positive.
For instance, if we learn that a declarative sentence states a fact, but find difficulty
writing it in an interrogative form, then learning is said to be negative. If we only get
confused with the new material to be learned, then transfer does not serve its purpose.

What is Transfer?
Transfer is a process of extending knowledge acquired in one context to other
contexts. Reasons why transfer does not work:

Some bits of knowledge are embedded in single contexts. Students fail to transfer
what they know because sometimes they are confined to a single context in which
knowledge is acquired.
Lack of conditional knowledge. The word conditional means contingent, or
provisional. In the case of transfer, students should know when and where to use
their knowledge in a meaningful context.
Lack of conceptual knowledge. When students have a deep understanding of
concepts, then they can make possible transfer because learning a concept leads to
understanding another concept. As they acquire deep information processing
techniques, they are in a better position to develop conceptual knowledge
necessary for understanding other forms of concepts.
Inaccurate conceptions of the mind. This accounts for how students view their
minds in relation to learning. Usually, when students who have a clear
understanding of how the human mind works have a better chance of developing
positive transfer.
Lack of metacognition. When students do not possess the ability to regulate or
monitor their own thoughts, then they cannot afford to develop transfer.
Ways to Promote Transfer
1. Similarity. Transfer can be generated by the similarity of a given learning
situation. It is assumed that if two forms of learning which possess the same
characteristics, then there is the likelihood that one learning may transfer into the
other form of learning.
2. Association. Two feelings, events, or actions are held together if they have
established their relationships or associations. Such association enables us to see
the relationship between their feelings and actions, between their perceptions and
experiences in the past, or between their feeling and the environment.
3. Degree of original learning. It means that everything we do falls within the range
or degree of performance. Certain degree of performance affects learning.
4. Critical attributes. Another way through which effective transfer may be
promoted is through critical attributes. Critical attributes are qualities that make
the objects different from the rest.

Ways to Teach Critical Attributes

Critical attributes are important features of learning. Students should understand
the critical attributes of an object or incident in order to provide easy transfer of learning.
To achieve such purpose, we need to do the following.
1. Identify the attribute that describes something as what it is. We should do our best
to simplify the attributes and make them clear enough so that students can
understand how such attributes are different from the rest.
2. Provide simple and specific examples. To understand critical attributes better, it is
important that we select examples at the start of the activity. Make sure that we
present specific examples after introducing critical attributes.
3. Move on to the complicated examples in a gradual manner. When students have
acquired the basic concepts with the use of specific examples, we can now move
on to more complex examples of attributes. As we continue our explanation of
concepts, it is good to build upon specific examples.
4. Allow students to generate examples of their own. If students already understand
critical attributes and can discriminate between simple and complicated ones, they
may now be encouraged to provide their own examples.
5. Help students realize that there is a limit to various attributes. It means that
everything has its limitations and boundaries. It is significant to identify that such
parameters come in the forms of exceptions. Everything has its limiting factor that
restricts how something is done and what can be done. Such limitations give us the
idea that something does not fit into a general rule, category, principle, or
generalization. It is only after students have learned to discriminate between
simple and complicated attributes can they be encouraged to provide between their
own examples. While it is true that every attribute possesses its limitations and
exceptions, it is not practical to teach such limitations and exceptions first.