Presentation+outline

=Quick-Write: (4 min) (Beth)= Beth: make sure wiki has been accepted by all, Day By Day has a discussion page where we would like you to respond.

=Introductions, {quick} definition (2-3 min) (Beth starts, Shannon tells story)= =Word association exercise: (2 min) (Amber)= bicycle etc...
 * Beth will begin with this
 * take definition from article and ch. 4
 * GIVING information that we know
 * Shannon's anecdote about Lucas and Bad Basketball Skills
 * Get something to write with, be prepared to take notes
 * What comes to your mind first?

pie/pi/3.14

http://en.wikipedia.org/wiki/The_Starry_Night (Van Gogh 1889). =discuss the word association (3-4 min) (Starting with Shannon, all chime in.)=
 * make sure to hit on these topics: **near & far transfer, positive & negative transfer, etc.**
 * **negative:** tricky word may mislead students
 * general confusion: Appropriate context for understanding the items
 * STUDENTS will give input!

Discussion: different kinds of transfer. easy words - help define what transfer of learning abstract words / processes -- was it more difficult to think of associate words? unknown words -- how did that go? did you try to break the word apart or find other words in it? what about pie/pi/3.14?

Keep these handy...we'll talk about them more in a minute

**Casey Video (5 min)**

 * **When did Casey start performing well?**
 * connect to knowledge about transfer

Discussion: different kinds of transfer. easy words - help define what transfer of learning abstract words / processes -- was it more difficult to think of associate words? unknown words -- how did that go? did you try to break the word apart or find other words in it? what about pie/pi/3.14?

=**Types of Transfer (7-8 minutes) (Shannon will pick up)**=
 * **POSITIVE: example of true cognates**
 * **NEGATIVE: false cognates (sign!)**
 * **Near: task-oriented concepts**
 * **Far: stick shift vs. automatic**
 * discussion that grows out of the word association
 * flesh it out on a Powerpoint slide;
 * ==== Flip over your hand out... exampling near and far transfer through math problems! ====

Chart from Handout: Amber will explain (2 min)
combination of long term memory's past learning and immediate memory's new learning =Transfer-related activity ideas (10 min) (Beth will wrap up and transition us into the transfer in the classroom)= 1. Students are in a line They are given the task of having each person touch the ball //in order// in less than 5 seconds. The hope is that the first attempt, students will pass the ball around the circle and it will take too long. Then, through after creating a strategy, students will find a faster way to accomplish the task. Ideally, students would try in a circle and still be too slow-- therefore having to get MORE creative! This will build on the knowledge of the first attempt in order to find the faster method.
 * ====Beth will corral everyone====
 * Everybody has to touch this ball within four seconds
 * ====What just happened?====
 * ====What was going through your head during the initial trial? The following trials?====
 * ====Did your past learning from the initial trial play into your strategy for the following trials?====

TRANSITION =Biology video clip (cell as a city): pull out the small portion related to transfer (1-2 min) (Shannon)= =Article: Teachers need to know how to USE transfer in a positive way=
 * We have established a working definition of transfer, we have seen transfer through our Casey video and our activity
 * Now we are going to shift our focus to talking about APPLICATION of transfer in the classroom
 * What can we do as teachers to promote transfer in the classroom?
 * build it up from the beginning to 2ish minutes
 * transfer DURING learning (Amber)
 * transfer OF learning: (Amber/Shannon)
 * example: addition being helpful in the teaching of subtraction
 * example: transfer in the situation of West Side Story & Romeo and Juliet
 * WHERE HAVE YOU SEEN THIS TRANSFER **OF** LEARNING IN YOUR OWN EDUCATION? (BETH)
 * Summarize the past 2-3 slides
 * We are setting a scaffold for the future learning, what we know they will be learning as soon as next week, as far as next year
 * What are practical things we need to do? What does our classroom look/sound like?
 * analogies
 * embed concepts in problems
 * Think about geometry class project... building the concept into the project
 * concepts are important to understanding and then solving the problem
 * "Once they are able to apply a concept, it's theirs. They won't forget it"
 * specific examples from article of how to promote transfer in the classroom

=Putting Transfer to Use: Journaling (8 min)=
 * Journal Writing and Transfer: connections between the two
 * We are talking about in-class journals, not "Dear Diary"
 * Pre and post to see how much student has learned over the course of a day or a week
 * not only subject by subject: can be diagrams, drawings, etc.
 * transfer of learning (example of something from March being useful now)
 * as simple as mechanics of writing over time in elementary school
 * connecting across subjects (Shannon will chime in)
 * 2nd slide: these are all benefits, but they are not quantifiable
 * organizing concepts into specifics
 * Be rewarded for creativity connects back to the idea of a journal entry may not being narrative in the traditional sense
 * Be rewarded for creativity connects back to the idea of a journal entry may not being narrative in the traditional sense

=Post-Journal (5-6 min)= In what way has your definition of transfer changed from the beginning of class? What methods did your teachers use today to promote transfer in today's class? (practical)
 * Turn it in via paper or on the wiki **

=Closure: discussion of the second question, putting the knowledge of transfer into the context of today's classroom=
 * for more information, see the wiki!