1. What is an example of positive transfer, and how could your content area transfer to another content area? (understanding)
2. What are some factors in a child's life that could affect all types of transfers and how could you assist? (evaluate)
1. For elementary education and example of positive transfer would be the children learning their alphabet, and the sounds of letters. This will help them in their future performance of spelling and sounding out words correctly when writing and reading.
ReplyDeleteI definitely agree that this is a lower level thinking question and that it definitely applies to Bloom's understanding. If we do not know the purpose and what positive transfer is then we are not able to give an example and apply it to our future content areas.
2. Two of the biggest things that could affect any type of transfer for a child in the elementary years would be: a child's developmental language skills and a child's past experiences in classrooms. To work with language development the main thing to do would be to determine where the child is currently at in their development and get them to where they need to be by working with them as a tutor, teacher, or parent. Then as far as the child's past experiences the main point to make clear to them that they are in a new classroom where you want them to learn the best way that works for them. Continually giving children new ways to solve and work problems is good, however also realizing that once they find something that works for the allowing them to use that process is best. This allows the child to feel a sense of accomplishment and individuality. As long as they get it right then what does it really matter how they solve the problem, or how fast or slow they read a book?
Your second question I would place in evaluation, understanding, and synthesizing because it is required to know the different types of transfers, but also knowing factors that would affect those transfers. At the same time we are evaluating what we know and putting it into place. Therefore, we are combining all of what we know and understand to synthesize how we would deal with the situation. This is definitely a higher level thinking question.
I meant higher and lower order thinking skills are required instead of where I put higher and lower level thinking questions.
ReplyDelete1. An example of positive transfer would be learning to keep your eye on the ball then catching a baseball. Then, when you begin to learn to play tennis, you know that keeping your eye on the ball helps with hand-eye coordination and therefore helps you more with tennis. I would use positive transfer in science to help students make decisions in really any other content area, but specifically math. Sometimes a student has no clue about what number fits in the "n" slot of 2(n)+5=15. By using the scientific method, students learn to "guess-test-revise". If students are missing a concept and simply must guess what "n" is, then they can guess a number, try it in the "n" slot, and then revise as necessary until they get the right answer. Same with life decisions. Students can try certain things to make a child they are baby sitting behave. Try a technique, see if it works, and then revise as necessary until you find a good solution.
ReplyDeleteI felt as though the second part of this question could have been a higher-order thinking question because it is making the reader create a scenario using the concept of positive transfer.
2. The core aspect that would get in the way of a student's transfers would be not entirely learning a basic concept. If a student does not learn that initial skill, topics will only get more difficult and confusing for the student. Another aspect that would help students with transfer (or possibly hinder it if not used) is linking a concept back to that original idea (whether it be lateral, vertical, positive, etc.) to show the connection.
This was a great higher-order thinking question.
1. A positive transfer between content areas only works if it is a.) relevant to both content areas, b.) is mastering your classroom objective for the day, and c.) well organized and efficient time management is being enforced. I think a lot of lessons could be focused around cross-curricular subjects, but it is all about the presentation. If you aren't organized yourself, how do you expect your students to grasp your objective.
DeleteGreat question!
2.The second question is definitely higher-order thinking because you are having to create situations and affects to those situations. Although is seems simply worded, there is a lot of depth and thinking behind the question.
Good job!