Teaching for Transfer

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Why it works

Transfer, applying learning to new and different contexts, is the ultimate goal of education, but it does not happen automatically; students often fail to use what they know in unfamiliar situations. Research shows transfer is supported by teaching for understanding (not just procedures), using varied examples and contexts, making underlying principles explicit, and giving students practice applying learning to new problems. Deep understanding and varied practice are what generalize.

The research: Research on transfer of learning.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: plan for transfer

Teachers leave with a plan to teach the principle and practice applying it to new situations.

Pick learning you want students to use beyond this lesson.
Teach the underlying principle explicitly, not just the procedure.
Use varied examples and contexts.
Plan practice applying it to new, different situations.

Teach the principle, practice the applicationTransfer is the point of learning, and it does not happen on its own. Teach understanding, vary the contexts, and have students apply it to new situations.

Facilitator notes

Teach for understanding, and make principles explicit.
Vary examples and contexts.
Practice application to new problems.

Procedures alone do not transferStudents who learn a procedure without understanding rarely apply it to new situations. Teach the principle and practice applying it across varied contexts.

Adapt it

Elementary: connect learning across contexts, apply to real life.
Secondary: principles, varied application, far transfer.
All settings: understanding plus varied application.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Teaching for Transfer: make it usable

The point of learning: teach the principle, vary the contexts, and practice applying it to new situations.

The learning I want students to use beyond the lesson:
How I teach the underlying principle:
The varied examples and contexts:
The practice applying it to new situations:
Where transfer matters most:

Make it stick

Principle plus application:

Teach for transfer.
Vary the contexts.
Bring students transferring learning to the next PLC.

Common questions

Why can't students use what they learned on a new problem?

Transfer is hard and does not happen automatically. Students need to understand the underlying principle, see it across varied contexts, and practice applying it to new situations.

How do I teach for transfer?

Teach for understanding not just procedures, use varied examples and contexts, make the underlying principle explicit, and have students apply learning to new, different problems.

What is near vs far transfer?

Near transfer is to similar situations; far transfer is to quite different ones. Both benefit from understanding and varied practice; far transfer is harder and needs more deliberate work.