Explanation Paragraph:  Learning is more than for the moment.  Learning is about application, synthesis, and the ability to use the information learned in a useful way or to connect it to other learning.  In this class discussion we talked about transfer, and how transfer aids in the use of formation from one area to another.  Transfer also signifies that information is no longer temporary but stored for use in a later situation.

Transfer, to me, is the vehicle by which information is processed and extended or part of the assimilation and accommodation processes studied by Jean Piaget. I see the issue of transfer as being the compartmentalization of the mind where our brain is processing information into two vaults, either the transfer adds new information to the existing schema (vault one) by a process of assimilation, because of the link between the new information and the existing schema, or the new information is transferred into the other vault where there are lot of thoughts and bits of information floating around waiting to be made sense of, or for other information to coagulate with, to begin a new schema. When this coagulation process happens then accommodation occurs. The new information has to slot or fit. Transfer is the mechanism by which these processes happen. How is it going to get from point A to point B? And at what point is it going to land? There are a number of factors and characteristics of information that dominate the decision of how the transfer is going to be made and where and why.

As teachers we need to remember that different rates of transfer happen and at different times for different students. What triggers transfer for one does not for another. Having an AH-HA moment is what transfer is all about and it is our job as educators to make that light bulb come on. There are questions that we need to ask ourselves about transfer, as it is the ultimate goal as Alan says. How can I make what I am teaching relevant enough to the learner that they can use it? What glue do I use to make this stick? Do I lecture? I think not. I have transferred precious little into use or long and short-term memory from lectures. I think that the key to transfer is engagement. I think that if we are to promote valuable learning experiences we have to spice the curriculum up enough and involve them enough for the transfer to occur naturally.

When providing activities for transfer in Kindergarten:

I would begin a unit on Chinese New Year by showing things like the lanterns that they make for the celebration and the envelopes that they give with odd numbers of coins in them, red things since red is the symbolic color of the holiday. We would begin with the visual, and then go on and use the other senses to promote the transfer.

The unit would go on by making fortune cookies, and writing fortunes to go in them. We would include service learning by taking a field trip to a Chinese restaurant. We would create a dragon by decorating and putting together large pieces of green construction paper.

We would then play games that the Chinese children played like flip sticks. We would have a parade around the school carrying our lanterns and acting like a fire-breathing dragon. Will they transfer that information and be able to put it to use? I think yes, they will not only remember it for a long time but will be able to pull it from vault two to be able to slot it with new information they gain about China in the future.

What questions do you have? ? Do I understand the concept correctly? What are your thoughts on existing schema and transfer?