Transference
Quality Learning Interaction
*Click here to access the QLI/QTP Teacher Toolkit for more resources to support implementation.
Outcomes
This deck will provide you with simple strategies, processes, and resources that can help you close each learning experience in an intentional way. The practices you learn will help you create spaces that foster warm, demanding, and reciprocal alliances, a sense of belonging, and support a safe, collaborative, and inclusive learning environment.
What is Transference?
Use this quality learning interaction to help you close each learning experience in an intentional way, supporting students in solidifying understanding and transferring the learning.
Consolidate and internalize key information
Reflect on learning goals, identify next steps, and set new learning goals
Transfer ideas to new situations
The GOAL is to:
Summarize, review, and demonstrate their understanding of major points
Link lesson ideas to a conceptual framework, previously learned knowledge, or their lived experiences
Why is Transference Important?
Transference strategies will help students develop working memory strength and a sense of self-efficacy.
Using Transference strategies can highly affect student achievement.
John Hattie’s Research
Self-Efficacy 0.92
Transfer Strategies 0.86
Working Memory Strength 0.57
Zone of Desired Effects
Teacher Effects
Develop-mental Effects
Reverse Effects
Appropriately Challenging Goals 0.59
Meta-Cognition Strategies 0.60
Transference interactions are supportive of how brains work. In a 40 minute class, the brain is capable of taking in information for 12-29 minutes before it cycles down for 5 to 10 minutes to process what it just took in.
All learners, but especially dependent learners NEED the cognitive space to process or learning doesn’t happen. We stay in the “I taught it” space, rather than the “students learned it space” when we do not build in transference interactions.
Information Processing
New information
Processing Time
Many culturally and linguistically diverse students are marginalized and become “dependent learners” when they don’t get adequate support or opportunity to facilitate their cognitive growth. Transference interactions help students become metacognitive and move toward becoming independent learners. Cultural Proficiency is a mindset that encompasses explicit values, language, and standards for effective personal interactions and professional practices at all times.
Culturally proficient educators recognize students’ cultural displays of learning and meaning making. They use cultural knowledge as a scaffold to connect what the student knows to new concepts.
Culturally proficient educators ensure lessons are designed to value and respect the cultural identity of the learner and her or his family and friends.
Culturally proficient educators are constantly aware of the critical role that cultural identity and cultural perceptions play in the dynamics of the classroom environment.
Cultural Responsiveness
Anti-Bias, Anti-Racism
Transference interactions offer students opportunities to effectively process information and incorporate into their schema. Transference strategies help move students toward independence, building agency and self-efficacy, shifting power to students.
This, in turn, helps to interrupt stereotype threat, marginalization, and systems of oppression within our classrooms.
Closing routines allow students to check their understanding and create an opportunity to reflect. A routine is a great way to wrap up your lessons. Closing routines also honor your time together that day, as well as give your students an opportunity to use their voice.
-6 Opening and Closing Routines for New Teachers (Edutopia)
Strategies and Teacher Moves to Support Transference
*Click here for templates to adapt for use in your classroom.
Purposeful Brief
Interactive Predictable
Transference Strategies are...
Since our learning and our work are always a part of an on-going journey, these experiences bring a moment of pause, of collection, of reflection, to help anchor learning and build anticipation for efforts to come. - CASEL
To be Culturally Responsive when implementing “Transference” strategies, consider the following as part of your lesson design cycle...
3. Teach 4. Reflect
Select texts and strategies that match what you understand about your students identity (culture, race, gender, language).
Connect to students’ prior knowledge and experiences so the learning is relevant to their lives.
Plan for multiple perspectives and entry points.
Ensure all voices are being heard.
Use what you understand about students’ identity, mindset, and skills to correctly interpret and respond to student needs.
Revise what you understand about your students based on new information about their identity and mindset.
Reflect on evidence of equitable/inequitable outcomes and plan for more equitable outcomes.
Community Circle
Use a prompt to help students reflect:
Circle Tips:
Whip Around
Accolades
Closing the Loop
Grab a Goal
Appreciation, Apology & Aha!
This strategy encourages learners to be appreciative.
Ask students to either identify an appreciation they have, an apology they want to make, or an AHA moment they had during the lesson.
These type of acknowledgments can build community and strong alliances between members of the community.
Suit Yourself
Randomly pass out a playing card to each participant. Each suit describes a category of responses:
Hearts (something from the heart): How did you feel? What did it mean to you?
Clubs (things that grew): What new ideas or new thoughts do you have?
Diamonds (gems that last forever): What are some of the gems of wisdom gathered from people or content?
Spades (used to dig in the garden): Generate conversation about planting new ideas or things participants dug up during class.
Step 2. Give one minute of quiet think time.
Step 3: Invite each participant to answer aloud to you as they walk out the door. Students may also hand in their written response as an exit ticket.
Shout Outs
Nurture a positive, supportive atmosphere in your virtual classroom with fun and fast peer shout-outs.
My Next Step
Ask students to think of their first next step based on what they learned during class. It might be a conversation, gathering additional resources, or thinking more about the topic.
Consolidate and internalize key information
Reflect on learning goals, identify next steps, and set new learning goals
Transfer ideas to new situations
Summarize, review, and demonstrate their understanding of major points
Link lesson ideas to a conceptual framework, previously learned knowledge, or their lived experiences
The GOAL is to:
What is important is that each class period or school day ends in a thoughtfully planned and meaningful way, helping everyone leave with appreciation and energy, looking forward to connecting again.
-CASEL (Collaborative for Academic, Social, and Emotional Learning)
Teacher Self-Reflections
Thanks!
To plan with your team and/or for further assistance with coaching and training, please contact:
The Academics Through Agency Department
Leadership and Learning Division
academicsthroughagency@sandi.net