Foster mindful transfer by systematically saturating instruction with attention to transfer¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Drawing on Perkins and Salomon, the review recommends that teachers who want knowledge to transfer across domains must foster mindful, deliberate application of knowledge in new contexts. Teachers who "persistently and systematically . . . saturate the context of education with attention to transfer" will improve the likelihood students reapply knowledge when they shift domains. This saturation must be integral to class structure rather than appended to a lesson, because Salomon found most students are decidedly unmindful unless specifically and vigorously cued.

Design Implications¶

Context¶

Requirements¶

• Transfer instruction must be an integral part of class structure rather than a tag at the end of a lesson, with persistent and systematic cueing.

Constraints¶

• Salomon (1987) found most students are decidedly unmindful unless specifically and vigorously cued, so unmindful learners limit the strategy's reach.

Target Learners¶

• students expected to apply learned knowledge in new domains and communities

Target Learning Goals¶

• transfer of composing and reading knowledge to novel situations

Related Strategies¶

• Teaching For Transfer
• Maximize Transfer and Generalization
• Mindful Moment

Examples¶

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Key Sources¶

• Smagorinsky, P., & Smith, M. W. (1992). The Nature of Knowledge in Composition and Literary Understanding: The Question of Specificity. Review of Educational Research, 62(3), 279-305. https://doi.org/10.3102/00346543062003279