Transfer of Learning Le transfert des apprentissages

October/Octobre, 2014

Ministère de l’Éducation, du Loisir et du Sport Responsables des

programmes FLS et ELA:

Diane Alain et Michele Luchs

Animateurs: Diane Alain et Michael Pellegrin

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Réfléchir à l’importance du transfert des apprentissages

entre les classes de langues

Modèles de pratiques

d’enseignement

Des concepts

Des réflexions

Des stratégies d’enseigneme

nt

Les intentions

Formation

Observation

Planification

Expérimentation

Tournage en vue de productions vidéos

Déroulement du projet

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Pourquoi faut-il collaborer?

Why do we need to collaborate?

Question

Premier visionnement

Notez vos observations sur la collaboration vécue par les deux enseignantes.

Transfer of learning is what happens when a student extends what has been learned in one context to a new context.

Adapted

from Darling-Hammond and Austin,

Stanford University, 2003

Defining transfer of learning

L1 L2

The student transfers learning

from one language to another

Teachers collaborate to build bridges

between both languages

Common underlying competency

Interdependence model L1/L2

(Cummins)

Examples of transfer of learning

Transfer and the Talk Competency

Questioning:

Students who have learned about asking questions in small group discussions can transfer that learning from one context/language to another.

It can be:

1. Fortuitous 2. As a result of explicit instruction

How does transfer occur?

Examples of transfer of learning (con’t)

Transfer and the Reading Competency

Inference ( reading between the lines) :

Students who have learned about a reading strategy such as inference in one language class can apply that learning in another language class.

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To activate transfer, teachers must explicitly encourage students to open their drawer of learning,

and to use what they have learned.

How do we activate transfer?

Deuxième visionnement

Groupe 1: Comment l’enseignante de français, langue

seconde a-t-elle créé des liens entre les deux

classes?

Groupe 2: Comment les élèves tirent profit des liens

créés par les enseignantes?

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Modélisation de

stratégies

Utilisation d’un

langage similaire

Planification du

transfert

Collaboration entre les

enseignants ELA-FLS

Activation de la

réflexion

5 clés pour faire des ponts et activer le transfert chez

l’élève

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Modelingstrategies

Using similar language

Planning for transfer

CollaboratingActivating the

students’ reflexion

5 keysfor building bridges

and activating student transfer

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Types of transfer (Cummins)

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Transfer of metacognitive and metalinguistic strategies

Example 1: Understanding and using graphic organizers

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Transfer of metacognitive and metalinguistic strategies

Example: Deepening understanding of the reading-writing connection by discussing authors’ craft

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Transfer of metacognitive and metalinguistic strategies (con’t)

Example 2 : Writing about a favorite book (reading-writing connection)

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Transfer of conceptual elements  

Example : Exploring the concept of friendship

through Think-Pair-Share

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Transfer of pragmatic aspects of language use

Using paralinguistic features such as gestures to aid communication

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Transfer of specific linguistic elements

Using the meaning of two parts of a word to understand the whole word

talking = (talk)ing lentement = (lent)ement

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Understanding that words are composed of distinct

sounds

Transfer of phonological awareness

TABLE teIb’l/ /tabl/

Gâteau

/gato/

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Quelle est la place de l’écriture

dans votre classe?

Où? Quoi? Comment?

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Dans votre pratique de classe,

identifier des connaissances et des

stratégies qui pourrait créer des

liens entre ELA et FLS.

L1 L2

The student transfers learning

from one language to another

Teachers collaborate to build bridges

between both languages