This Week’s TopicsModule 13-Transfer of
Skills and Knowledge
Module 14-Critical Thinking and Problem Solving
Information TransferTransfer: influence of prior
knowledge, skills, strategies, or principles on new learning.
Types of TransferPositive TransferNegative TransferZero Transfer
Specific vs. General Transfer
Doctrine of formal discipline = general
Theory of identical elements = specific
Low Road vs. High Road Transfer Low Road Transfer-automatic transfer of
a skill that is highly practicedKey characteristic: automaticity
High Road Transfer-conscious application of knowledge from one situation to another
Key characteristic: mindful abstraction
High Road Transfer
Types of high road transferProblem-solving transferAnalogical transferForward-reaching transferBackward-reaching transfer
High Road Transfer Individuals seldom transfer
school-learned knowledge to real-life contexts
Instruction relies on rote memorizationSimilarities of learning and transfer contexts
See Table 13.1 on page 230Information was not connected to “real life
situations”
Classroom Application
Principles for fostering information transfer:
Develop automaticity of skillsPromote meaningful learningTeach metacognitive strategiesMotivate students to value learning
Higher-Order ThinkingHigher-Order Thinking: the complex cognitive
processes that involve transforming and applying knowledge, skills, and ideas
Lower-Order Thinking Higher-Order Thinking
Reproductive behavior Productive behavior
Repeating past experiences Integrating past experiences
Basic application of information
Interpretation, analysis, and manipulation of information
Recalling or regurgitation of information
Manipulation of information
Knowledge, comprehension, and application
Analysis, synthesis, evaluation
Thinking DispositionsThinking Disposition: one’s thinking preferences,
attitudes, and intentions and the capabilities that allow these preferences to be recognized by the thinker.
Truth seekingOpen-mindednessAnalytical thinkingSystematic planningIntellectual curiosityConfidence in reasoning and evidenceMetacognition
A thinking disposition is a personal attribute, while a thinking skill is a cognitive strategy.
Critical ThinkingCritical Thinking: The process of evaluating the
accuracy and worth of information and lines of reasoning
Critical thinking skills must be explicitly taught
Instructional Strategies:Questioning during class discussionApplication of writing techniquesHypothesis testingInductive and deductive reasoningArgument analysis
Problem SolvingProblem: situation in which one is trying to reach a goal
and is trying to figure out how to reach that goalWell-defined problems-goal is clearly statedIll-defined problems-goal is unclear and information is
mission
Problem Solving: The means we use to reach a goal in spite of obstacles
Problem solving requires a range of skills that develop at different rates. Children’s approaches to problems solving vary based on their experiences
Teaching Problem Solving StrategiesMany problem solving strategies tend to be more
content specific.
It is important to also teach students strategies that can be used across contexts, so that they have tools to use in area where they have little experience
I-Identify the problemD-Define goalsE-Explore possible strategiesA- Anticipate outcomesL-Look back and learn
Teaching Problem Solving StrategiesAlgorithms: predetermined sequence of steps
for achieving the goalFormal stepsAccurate answer
Heuristics: general strategy that may lead to the correct answer or answer that is reasonable close
Informal rules of thumbApproximations
HeuristicsMeans-end analysis: major goal is divided
into sub goals
Working-backward strategy: Start with final goal and think backwards to determine the steps to achieve the goal
Analogical thinking: limiting solutions to situations to those that are most similar to current situation
Teaching Problem Solving StrategiesProblem-Based Learning: hands on learning
that is organized around investigation and resolution of ill-defined, real world problems.
Emphasis on personal responsibility and self-directedness
Challenges of Problem-Based Learning: May be challenging for some students because of added
personal responsibility Can be confusing for students because of self-directed nature