Page 323 - Learning to Learn

LEARNING TO LEARN: BECOMING A SELF -GROWER 323
EXPERIENCE 11: METACOGNITION : THINKING ABOUT MY THINKING READING
Transferable Knowledge
“All new learning involves transfer” (Bransford & Brown, 2000). This statement defines the essence of
education as opposed to training. A broad education allows individuals to effectively respond in new
situations instead of simply being trained to perform explicit tasks in consistent conditions. Because transfer
of learning involves generalizing concepts that can be applied in a variety of contexts, measuring students’
ability to transfer knowledge represents a true indication of the quality of a learning experience. However,
the ability to transfer knowledge (Level 3) first requires preparation for learning and the attainment of
knowledge Levels 1 and 2.
Preparation for Learning
Before knowledge can transfer successfully, there must be favorable conditions to support the attainment
of knowledge at Level 3. Three steps of the Learning Process Methodology (why, orientation, and
prerequisites) do just that. Level 1 knowledge (information) requires obtaining definitions, facts and
information. The Learning Process Methodology divides this acquisition into two steps: vocabulary and
information.
The next goal is to obtain Level 2 knowledge which is comprehending and understanding the concept.
At this level, the learner should be able to pose and attempt to answer critical thinking questions as well
as explain the topic effectively to someone else. Successful attainment of Level 3 means that one has the
ability to generalize the new knowledge and transfer it for application in new contexts.
Elevating Knowledge
Knowledge is not dispensed by a teacher, rather it is constructed by the student. As previously discussed,
the construction of knowledge requires a firm informational base which can be validated with the successful
answering of directed questions. The foundation also requires cornerstones of prior knowledge to which the
new knowledge can be connected. Understanding and comprehension of new knowledge emanates directly
from the learner’s pre-existing knowledge. At this stage, inventorying what we already know is critical to
activate new learning. Teachers can help connect new concepts to the preconceptions that learners bring
to the classroom with Level 2 (comprehension) links that correct, enlarge and organize the knowledge
structure. Once this model of the new concept is in place, its reliability can be assessed with critical
thinking questions that focus on the assumptions or logic of the model.
The new knowledge structure or model can be turned into “knowledge skill” for the learner through
problem solving in a familiar context to reinforce the framework and to initiate the generalization and
transfer of the knowledge. The knowledge
expertise becomes stronger as the learner transfers
and applies the skill in slightly different contexts.
Eventually the learner will be able to use the skill
in a completely new and unfamiliar context with
the teacher acting as a consultant. The ultimate
achievement of knowledge Level 3 occurs when
the new knowledge can be generalized to apply
in any appropriate context. Following is a formal
methodology for elevating knowledge to Level 3.