Being an educator for the past couple years has shown me the extreme variation in how students learn. In a class of 24 students, each child has different ways they process information and store that information in schemas.
When we think about how people learn, we have to ask ourselves, what information do they already know? What background knowledge does the student have? What personal experience has the student had that will give them a basis of knowledge for a specific subject? Having a foundation knowledge of a topic is essential for successful transfer of information.
Next, we have to think about how knowledge is transferred. We must think about deep understanding versus memorization and the long lasting impacts that it has on transfer. It takes large amounts of time for students to adequately transfer information that they are taught. They must be given time to apply the topic and use it in different contexts. It is essential that they are able to have enough time, inside and outside of school, to apply this knowledge to their lives and in multiple contexts. The deepest understand occurs when information is transferred and applied in several different contexts to ensure understanding. I think about how math instruction impacts students. This past year, there was a vast range of math ability in my classroom. I noticed in several instances that students who were lacking the initial background foundation of math facts needed more support while students who were fluent in math facts needed a challenge and lesson extensions. I also noticed a similar pattern when students needed to apply knowledge to a word problem, assignment or hands-on activity. Students with a stronger foundational math background were more independently successful than students who needed support with math facts.
As a teacher, this poses the question, "what can I do to support my students who are lacking the initial learning in this context?" It is essential we give students the time and support they need to be successful and transfer knowledge. As teachers we can support students by increasing their confidence in a specific context, give them real-life situations in which to apply their contextual knowledge and see it in action. and/or give them the space to practice.
After presenting new information to students it is important that we are providing them with experiences that give them opportunities to apply the knowledge and information they learned. This time to explore is beneficial in making sure the information is transferring. This also gives them cross-contextual experiences that give them more power to gain confidence in their knowledge.
A misconception teachers often face is thinking students understand material minutes after it has been taught. In reality, it takes time to practice skills and learn them in several contexts. Transfer takes time and practice.
Once we are able to build a community of learners and growers and set expectations for students, a foundation for students success is being built. Building student confidence in their learning community is essential for helping all students reach their goals. Students learn in all ways and it is important to take the time to understand how each person learns. Once we are able to understand and have grace and empathy towards our students, we are able to learn and have an environment that is conducive to all students and their success.
More resources about knowledge transfer in learners:
Sources :
National Research Council. 2000. "Learning: From Speculation to Science" Chapter 1 of How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853.
National Research Council. 2000. "How Experts Differ from Novices" Chapter 2 of How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853.
National Research Council. 2000. "Learning and Transfer" Chapter 4 of How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853.
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