Transfer of learning denotes one's ability to effectively expand and apply their skills in dealing with real-life situations. Moreover, every educational system should emphasize on providing impactful learning or teaching that promotes seamless and effective transfer of competencies (Holton III, & Baldwin, 2003). Transfer of learning influences one's ability to use their capabilities, knowledge, and skills in tackling tasks as well as making decisions currently and in the future. Transfer of learning can be near or not-as-near. In the near transfer, the context of training and trained behavior are almost consistent with the situation in which their application is required (Holton III, & Baldwin, 2003). On the other hand, not-as-near transfer involves a situation where the taught skills and knowledge are applied in circumstances that change; hence one is required to employ the competencies differently based on the scenario at hand.
Examples of Near and Not-As-Near Transfer Built Into the Course
A near transfer consistent with this course is the use of an awarding system among leaners to foster a positive attitude towards various disciplines and reinforce the importance of diligence in academics. According to the behaviorist theory of learning, rewards serve to motivate people to uphold that which led to them being awarded. As a teacher, part of the pedagogical training entail ways of fostering a positive attitude among learners. This involves more than just giving accolades and praises but also giving physical gifts that demystify what achievement can contribute. Therefore, it is convenient to adopt the award model in the circumstances. For instance, its use is relevant where a particular gender such as the females have an entrenched negative attitude towards subjects such as math, science, engineering, and technology.
Another example of near transfer relevant to this course is teaching the same concept repeatedly as a way of reinforcing it. In any situation including daily activities and training, doing the same thing more than once increases ones' expertise in it. Therefore, to enhance the retention of skills, knowledge, and information among the students, I would focus on teaching the same concept until the students develop a more precise understanding. Even the slow learners or people get the chance to associate with and replicate the knowledge.
On the other hand, the not-as-near transfer is the application of canning or physical punishment as a means of suppressing negative behavior. In education psychology and general training, deterrence is inculcated through imposing a disincentive such as canning. While this is more practice among young children, its application is less effective among the older people. Instead, adults should be taken through a voluntary system of behavior change so that they meet the expected standards of conduct.
Ways to Create a Far-Transfer Learning Experience for Me to Promote the Transfer of Learning From the Course
Far transfer of learning involves the application of knowledge in environments and situations that are different from where and how the leaning was fostered. Therefore, I must take time to reflect and self-explain the knowledge itself. Conceivably, through self-explanation, it is possible to understand the basis of every concept and material. It also helps in overcoming assumptions hence promoting knowledge transfer (Wiggins & McTighe, 2005). Another intervention is practicing generalizing. Generalizing involves comprehending and applying the same set of skills and knowledge to two or more unique conditions. Whenever this occurs, one develops the creativity of adjusting competencies to the changing circumstances (Wiggins & McTighe, 2005). Such generalizations help in creating the bigger picture of the applicability of concepts hence making one flexible. For instance, in teaching adults, instead of using canning as a way of suppressing negative behavior, it is possible to use another disincentive such as expulsion from a lesson.
Holton III, E. F., & Baldwin, T. T. (2003). Improving learning transfer in organizations. John Wiley & Sons.
Kaminski, K., Foley, J. M., & Kaiser, L. R. (2013). Applying transfer in practice. New Directions for Adult & Continuing Education, 2013(137), 83-89.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (expanded 2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
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