1st Grade Math

Positive: I will model subtraction with manipulatives in this lesson. The students are familiar with using manipulatives in addition.
Near: Visualizing what subtraction means by using the manipulatives gives the students a better understanding.
Far: Since the students have already mastered using the manipulatives in math and are now mastering using them in subtraction, they will have an easier time as their math skills develop further.
Negative: The more the students practice, the better they will get at mastering their skills. Eventually they will be able to solve these problems without manipulatives.

Types of Transfers with learning Fractions

In this lesson I will be teaching fractions to third graders.

A. To teach this topic so that students have a positive transfer of learning I would use a pizza to help children learn fractions in a visual way. For example, "If you ate 2 slices of pizza, what fraction would represent the number of pieces remaining?"

B. For a near transfer of learning I would have the students create their own fractions with chocolate bars instead of a pizza. For example a Hershey’s bar, because fractions are the same no matter what shape it is (circle or rectangle, etc).

C. For a far transfer I would teach students how to solve fraction problems with uncommon denominators. They would have to realize before they solve the problem, it is possible to solve a problem with two fractions with different denominators.

D. For a negative transfer I would introduce probability and compare it to fractions. Because all though probability has a similar look to fractions. It is not the same all around.

Cara McAloon

Teaching about the Caldecott Medal

Lesson: Caldecott Medal Winners
Grade Level: 3rd Grade


Teach the topic or skill with the intention of students’ positive transfer of their learning.
Since the Caldecott Medal is given for the most distinguished picture book of the year, in order to teach 3rd graders about Caldecott Medal winners, I would first review picture books with them. I would show and possibly read part of several picture books they would have looked at and read in kindergarten, 1st, or 2nd grade.

Teach the topic/skill to facilitate students’ near transfer of their learning.
I would pick out picture books that were Caldecott medal winners and Caldecott honor books and show the 3rd graders the illustrations. We could discuss why the books were honored.

Teach the topic/skill to facilitate students’ far transfer of their learning.
I would have to redefine what a picture book is and where they are located in the library. We have a separate section in the library just for picture books. The student would learn where in the library to go to find a picture book.

Teach the topic/skill to prevent students’ negative transfer of their learning.
I would pick several books that were not picture books therefore, not eligible for the Caldecott award. Reviewing picture books versus chapter books would exemplify the differences between a Caldecott winner and a non-winner.

Kathy Piccione

Week 10: Transfer of Learning

1st grade
Math- model addition

Positive-
We will be modeling addition with manipulatives or drawings in this lesson. The students have spent a lot of time counting with the manipulatives and using drawings to express numbers when counting.
Near-
Using manipulative can help the students have a better understanding of addition. They can move the objects around and use different colors to represent different items.
Far-
Understanding how to use the pictures or manipulative will really help the students when we introduce word problems.
Negative-
I will allow/expect the students to use this technique until the manipulative are no longer needed. The more the students use them the more then can benefit from the manipulatives. This should not hinder mastery of new ideas and techniques.

Learning Transfer

This may come across as optimistic, but in the world we live in today, and especially in the world we will live in very soon, I believe that Internet and other technology skills are critical to a young child's education.

Grade: 3rd-4th

Topic: Using Internet search engines to find and identify valid information/Basic Internet safety

To start out with, I would essentially teach students what a search engine is and how to use one. I would teach about search terms, how to broaden or narrow a search term, how to determine possible if a website is credible (and why this is important), and how to make smart choices about what kinds of links and files NOT to click on.

Once these skills have been introduced, I would revisit them throughout the school year. My overall intention would be to facilitate positive transfer of this skill, offering students a doorway into a universe of resources that can help them learn and explore new topics and ideas throughout their educations and lives. To avoid negative learning transfer, I would be careful not to let students begin using the Internet as a crutch, or a means of having all the answers without actually learning anything. I would offer examples of websites that give obviously false information (things that children at this age will know is wrong) and I will make it very clear that anyone can create a website and write anything they want to on it, whether it's true or false. I will try to get students to understand that it is important to know and to learn and remember because a computer wont always be available to look up information, and even when it is, you need to know enough about your topic to tell when something is utter nonsense.

To facilitate near learning transfer, I would plan opportunities for students to use their Internet search skills to conduct projects or compose papers in other subject areas, i.e. Science, History, etc. I would want students to see how useful the Internet can be in an academic, research-centered context. In contrast, I would want to facilitate far learning transfer by demonstrating ways the Internet can be used to find information relevant to daily life. On the first day of the week, I may assign a student the task of looking up the weather forecast for the week, and marking it appropriately on a weather chart in the classroom. As a class, we can then see how accurate different online weather services seem to be. If the class is going on a field trip, or recognizing a national holiday in our lessons, we could do preliminary research to learn a thing or two about the place or event we'll be exploring. I can help students learn how to find helpful resources for subjects or general tasks they have difficulty with as well, such as tutoring websites for Math or Science, or tutorials on how to fix a bike or build a bird house.

Week 10

Antonyms: Grammar

2nd Grade English

Facilitating Positive Transfer in the student's learning of Antonyms would occur by starting the lesson plan with synonyms. It has been shown that students learn antonyms successfully by connecting the similarities and differences between synonyms and antonyms. Worksheets and group activities are tools that can be used. This way of learning by connecting the student's previous knowledge of synonyms also facilitates near transfer of learning. With this particular lesson, facilitating learning using far transfer would be difficult but could be facilitated through connecting and focusing on the structural differences between antonyms and synonyms. Negative transfer of learning antonyms would be prevented by making sure that the students learned synonyms correctly with no misconceptions to eliminate any ineffective learning structures. The early this can be identified, through student presentations, projects or testing, the easier it is to prevent it.

Teaching Students to Write Number Sentences

For this assignment I intend to teach either kindergarten or first grade students (whichever of these grades this skill is typically introduced in) to write numerical equations using addition. For positive transfer of their previously learned knowledge, I will demonstrate two-plus-two using wooden blocks, putting them on the table two at a time, and then making a group of four blocks. To facilitate near transfer of their learning, I will draw two squares on the board, a plus sign, two more squares, an equal sign, and a group of four squares. To facilitate far transfer, I will write on the board the number 2, a plus sign, another number 2, an equal sign, and the number 4. To prevent negative transfer of their learning, I will give practice drills with students writing their numbers sentences, during which I will give individual instruction to students who, for example, are writing their 2’s backwards, or who have difficulty writing their plus and equal signs.