Chapter 8

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: egic transfer of prior learning (Alexander & Murphy, 1999). When students apply prior learning in effective ways, you may want to take time to discuss what they did well with those students or with the whole class if it can be done without embarrassing a student. Principle 6.2: Learners Are More Motivated By Activities That Appeal to Their Personal Needs, Motives, And Interests Students’ interest in what they are learning is related to their willingness to engage in meaningful learning activities (Pintrich & Schunk, 2002; Schiefele, 1990). This is important because the active, meaningful learning often required as a prerequisite for transfer can be extremely demanding and requires a commitment on the part of the student. However, some attempts to create situational interest in a learning task may actually undermine students’ ability to learn for transfer. For example, the term seductive 53 details is used to describe details that are added to text to increase interest, but that are not related to the intended meaning of the text. These types of details have been found to have an adverse effect not only on learning but transfer (Harp & Mayer, 1997, 1998; Mayer, Hieser, & Lonn, 2001). This may occur because the seductive details may cause students to impose an inappropriate theme or schema onto the text. The interest that teachers generate in a learning task should be tied to the important ideas or meaning of what is being learned. In terms of task value, teaching for transfer can help teachers establish the utility value for their lessons. Utility value is the usefulness of learning for students’ future goals (Wigfield & Eccles, 1992). As mentioned earlier, teachers should include clear guidance about where knowledge can be used to increase the likelihood of transfer. By helping students learn how knowledge can be applied both in and out of school, teachers are demonstrating utility value for the learning. Principle 6.3: Learners Are More Motivated When They Have Specific Near-Term Goals That They Believe Are Important Goals are important for student learning because they help students envision desired outcomes, and they help them monitor their progress toward those outcomes. If the goal is to have students apply what they have learned, then that needs to be made explicit to students so that they can learn in ways that are best matched to those outcomes. Helping students know when and where a strategy can be used can help them understand what the goal is for learning the strategy. 54 General Suggestions for Teaching for Transfer Throughout this chapter we have presented various theoretical perspectives on transfer and application of those perspectives into instructional techniques and strategies. While each theory presents a unique perspective on the nature of transfer there are a number of themes that seems to cut across theoretical boundaries. Keeping these general themes in mind as you plan and execute instruction will enhance your students’ ability to transfer what they learn in yo...
View Full Document

This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

Ask a homework question - tutors are online