Transfer of learning
Transfer is about judging which skill and knowledge to use when. Transfer is thus not about plugging in a “skill” but “judgment” - smart strategy - in the use of a repertoire of skills. (Psychologists refer to this as “conditional” knowledge as opposed to “declarative” and “procedural” knowledge). Design instruction around principles and concepts that have transfer potential. Most knowledge is what investigators label “inert,” “passive,” “local,” or “contextually bound” meaning that it does not transfer. Much of what is taught in schools falls under the umbrellas of these terms.
The request to transfer unused GI Bill benefits to eligible dependents must be completed while serving as an active member of the Armed Forces. The Trahsfer of Defense DoD wgat whether or not you can transfer benefits to your family. Once the DoD approves benefits for transfer, the new beneficiaries apply for them at VA.
Apply now. If you're eligible, you may transfer benefits to the following individuals:. Transfer Process. After leaving the armed forces, transferors may provide how to cook jackfruit seeds future effective date for use of TOE, modify the number of months transferred, or revoke entitlement transferred by submitting a written request to VA. Upon approval, family members may apply to use transferred benefits tranxfer VA by applying online or by printing, completing, and how can i restore my nokia lumia 520 the VA Form e to your VA Regional processing office of jurisdiction.
Do not use VA Form e to apply for transfer of education benefits. The Harry W. See our web page here. Air Force Personnel Center or Frequently Asked Questions. Submit a Question. Keep receiving education and training benefits from VA by verifying your attendance. Veterans Crisis Line: Press 1. Complete Directory.
If you are in crisis or having thoughts of suicide, visit VeteransCrisisLine. Attention A T users. To access the menus on this page please perform the following steps. Please switch auto forms mode to off. Hit enter to expand a main menu option Health, Benefits, etc. To enter and activate the submenu links, hit the down whzt. Get trnasfer from Veterans Crisis Line. Enter your search text Button to start search. Paul St. If you're eligible, you may transfer benefits to the following individuals: Your spouse One or more of your children Any combination of spouse and child Available Benefits and Eligibility Family members must be enrolled in the Defense Eligibility Enrollment Reporting System DEERS and be js for benefits at the time of transfer to receive transferred benefits.
Please visit DoD's milconnect site to determine if you are eligible to transfer your benefits Transfer Process. Other Factors to Consider Marriage and Divorce A child's subsequent marriage will not affect his or her eligibility to receive the educational benefit; however, after an individual has designated a child as a transferee under this section, the individual retains the educqtion to revoke or modify the how to clean a saltwater fish at any time.
A subsequent divorce will what is transfer in education affect the transferees eligibility to receive educational benefits; however, after an individual has designated a spouse as a transferee under this section, educatkon eligible individual retains the right to revoke or modify the transfer at any time. Frequently Asked Questions Submit a Question. Verify School Attendance. Email Address Button transer subscribe to email.
Apr 05, · This mini-lecture describes an important educational concept: transfer of learning. In this video I describe how this applies in any teaching and learning c. Jan 29, · An articulation agreement guarantees that classes completed at one school will count as credit toward a specific degree program when a student transfers to another college. Transfer Process. While in the armed forces, transferors use the Transfer of Education Benefits (TEB) website to designate, modify, and revoke a Transfer of Entitlement (TOE) request. After leaving the armed forces, transferors may provide a future effective date for use of TOE, modify the number of months transferred, or revoke entitlement transferred by submitting a written request to VA.
Transfer as the goal of education. When I was a soccer coach, I learned about transfer the hard way. The work we did in the drills everyday in practice did not seem to transfer into fluid, flexible, and fluent performance in games. I thought I had made my drills realistic and helpful, but the results were still disturbingly poor.
It often appeared, in fact, as if all the work in practice was for naught as players either wandered around purposelessly or only reacted to the most obvious, immediate needs.
An epiphany came in a game, from the mouth of my co-captain. The theoretical links between our drill and game situation were certainly obvious to me — but not obvious to players, given the messiness and speed of the game; there was insufficient realistic rehearsal way.
My soccer problem is not unique. You can provide students with training in a dozen reading strategies or physics problems drills , provide helpful verbal cues, etc. Among the stock problems explored in the physics course was one like this: "A ball weighing three kilograms is dropped from the top of a hundred meter tower. How many seconds does it take to reach the ground? The answer depends only on the acceleration of gravity.
On the final exam, the professor included a problem like this: "There is a one-hundred meter hole in the ground.
A ball weighing three kilograms is rolled off the side into the hole. How long does it take to reach the bottom? Some students did not recognize the connection between the "tower'' problem and the "hole'' problem. One student even came up after the exam and accosted the professor with a complaint. Dating back to the beginning of this century, the research literature on transfer is replete with reports of failure. Transfer happens only when we aggressively teach and test for understandings that are applied in situations.
As the authors of How People Learn put it:. Teaching for transfer. Below are a set of tips for planning, teaching, and assessing to make transfer happen more by design than by luck:. Resources on Transfer. Bransford, J. How people learn: Brain, mind, experience, and school.
Bruner, J. The process of education. Dewey, J. How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Henry Holt. Gardner, H. The unschooled mind: How children think and how schools should teach. New York: Basic Books. Gick M. Hagman Eds. New York: Academic Press. Halpern, Diane F. Hestenes, D. Wells, M. Halloun, R. Hake, E. Mosca, and D. Larkin J. Resnick Ed. McKeough, A. Teaching for transfer: fostering generalizations in learning.
Bransford, Ann L. Brown, and Rodney R. Cocking, eds. Stay in Touch. Join the conversation and leave a comment! Box , Hopewell, NJ t: Transfer as the goal of education When I was a soccer coach, I learned about transfer the hard way. Because most students do not realize that this is the goal of learning in school. They are quite convinced — from prior experience and, especially typical tests — that the aim is to recall and plug in what was previously taught.
Initially, make this clear through think-alouds and explicit reminders of what we are now doing and what its purpose is. Here are a few model student papers from past years, and a rubric describing the end-goal. Always work on a Gradual Release of Responsibility sequence — in units, and in the course as a whole. But GRR can also be thought of as the common flow used in athletic training: simple drill, game situation, game-like conditions, the game.
Note that in both cases — reading and athletics — the movement to the final stage of self-regulated complex performance is done in each unit of study. You have to practice transfer to master it! Highlight Essential Questions to suggest the kinds of connections students will have to make all year: Knowing that essential questions will be used to explore connections between units will make students more likely to make connections on their own — particularly if the assessments regularly involve the questions.
Says who? Have learners practice judgment, not just skill. Transfer is about judging which skill and knowledge to use when. Make sure learners have opportunity to hear think-alouds of your problem-solving or text-interpreting.
Give students practice and get feedback on their attempts to judge which skill or knowledge might be best here. Have learners do think-alouds and provide reports of why they did what they did when they did it. Learning to self-monitor in this way improves both self-assessment and self-adjustment. Thus — Assess without grading student self-cueing, knowledge retrieval, self-assessment, and self-adjustment on their own, i.
As in sports and independent reading, there have to be countless opportunities for the student to self-prompt, self-assess, and self-adjust — with teacher feedback on the attempts. The research is clear, alas: many students do not self-prompt, in the absence of explicit direction. The irony here is that this is precisely where students often fall down on standardized tests! Now, there are no teacher or textbook cues as to where the item comes from in the course content, and no overt cues about what content applies are typically given.
Examples: Give them unfamiliar looking items, writing prompts, problems, etc. See what they do on their own, then go over the assessment carefully in class soon after — debrief like a coach: What kind of task did they think it was? The student too often thinks that — and wishes that! Examples: After learning about gravitational force using balls dropped from towers, give a problem about a ball of a different size and material dropped down a big tunnel in the earth.
See Perkins and Salomon Teach ways to solve every major kind of problem. Ask students to generalize from their experience and immediate past lessons to more widely applicable principles, rules, and ideas. Example: After studying westward expansion, ask, "What big generalizations about human migration does this movement west suggest? Can you support your generalizations by other evidence you know of?
Think of what coaches do to break the complex game down into easier but game-like games, e. In the arts the play or musical piece is broken down into its elements and practiced in chunks, then put back into the whole. Reading instruction proceeds similarly, as does the best problem-solving instruction in mathematics.
Make sure that any tool or technique is seen as one of many: Too often students work too rigidly or mechanically in applying their learning, rather than seeing application as use of an idea. Example: Teach the 5-paragraph essay, the 3-paragraph essay and the no-paragraph argument i. Example: A math teacher demonstrates how a problem might be solved by "thinking aloud" to reveal strategic thinking and efficient reframing of the problem based on prior knowledge.
Shift perspective: After any lesson in teaching a particular skill or approach, shift gears. Require self-assessment and self-adjustment as part of all major assessments.
Learning to transfer is greatly facilitated by learning to self-monitor, self-assess, and self-adjust. Initially, make the accuracy of the self-assessment and the self-adjustment more central to scoring than the answer. Example: 5 points for doing the task on your own; 3 points for getting it based on 1 teacher hint; 2 points for getting it after 2 hints, etc. Resources on Transfer Bransford, J. Hestenes Larkin J.
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