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Re: Yes, I think that does, but I'm printing it out to study it
Posted by PMo - who has SO much more to learn (nfm) on 6/24/08

On 6/24/08, Jan wrote:
> What a wonderful study for the kids to experience! I bet
> they learned a lot (some very substantive thinking here)AND
> had a good time along the way.
>
> Is moving the learning from film to writing an example of
> transfer? Absolutely. It is a classic example.
Transfer
> means that the kids are able to recognize the critical
> attributes of one generalization/concept (character
> action/reaction) learned in one situation (film) to a new
> situation (writing).
>
> To be able to do it, they need to have definite opportunities
> to 'bridge" from one situation to others.....from film they
> make, to film they see, to reading, to writing. By
bridging
> we mean that the teacher gives specific assignments to
use
> the new learning in different situations. You can't just hope
> they will do it; they actually have to have practice doing
> it. The more bridging they do to a variety of situations,
> the more able they will be to transfer this learning. I;m
> not totally clear about what you've done so far, but it may
> be that you will need to give them other situations to apply
> their new learning to before they can actually do it in
> writing. In other words, use the new information by
> analyzing a real life situation (action-reaction in a
> classroom scenario?), then to a movie they watch or a book
> you are reading. Then bridge to writing. It will be easier
> to see the new learning in reading what someone else wrote
> before actually writing their own. it will take
practice,
> but it is definitely transfer and you will get there.
> Transfer takes practice...the more bridging you do, the more
> able they are to see the attributes of one learning in new
> situations.
>
> The real life situations help. For example, if you are
> teaching inference and you get kids to look for it in
their
> everyday life first, then a TV or movie segment, then
> reading, and, finally, writing they will get it. Oftentimes
> teaching any reading skill only in reading is too abstract.
> They get hung up on the reading and don't get the skill. So
> teaching inference, main idea, character reactions, etc. in
> real-life scenarios allows them to see just the strategy
> isolated from reading. It is more concrete; not so abstract.
> Then when you follow the real life to watching a movie, then
> to reading, then to writing, you are moving from concrete to
> abstract step by step, and they get it. Once they know what
> inference IS, they can see it in reading and use it in
> writing. It seems to me this is what you have done. You
> didn't start with real life, but you started with something
> more visual and concrete like a film. Now, you can move
> that learning into other situations.
>
> When you teach anything for transfer,it is important for you
> and for the kids to label those critical attributes that
> were identified in the original situation and then relabel
> them in the new situation so they will learn that process.
>
> Does this make sense? Does it fit with what you are actually
> doing?
>
>
> On 6/24/08, PMo wrote:
>> I've been thinking about a film project my students created
>> this past year. It was a claymation film based on the
>> Pandora myth -- after we had studied different versions and
>> identified common elements, the students wrote a script
>> about a modern-day Pandora, and worked in "departments"
>> (based on real film departments). I was observing the
>> group doing the actual filming and moving of the clay
>> figures and there was a great deal of conversation about
>> how far ahead the figures could move etc. The exciting
>> part came when they began to realize that the camera needed
>> to capture "inserts" -- the reactions of one character to
>> another.
>>
>> This has been a BIG issue in writing this year. We've been
>> working so hard on establishing action-reaction chains in
>> narrative text, building slowly, capturing moments.
>>
>> As this was at the very end of the year, I didn't have much
>> of a chance to build on it, but am looping with this group
>> next year.
>>
>> Now, FINALLY, here's my question: is moving that
>> understanding of the importance character-reaction from
>> film to writing an example of transfer? (I'm still trying
>> to process the whole "set" theory part of this...)
>>
>> THANKS!
>


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Posts on this thread, including this one


• Jan - and all: a question about "transfer" (long), 6/24/08, by PMo.
• Re: PMo - and all: a question about "transfer" (long), 6/24/08, by Jan.
• Re: Yes, I think that does, but I'm printing it out to study it , 6/24/08, by PMo - who has SO much more to learn (nfm).
• Re: PMo - and all: a question about "transfer" (long), 6/24/08, by cavey with a question.
• Re: PMo - and all: a question about "transfer" (long), 6/24/08, by Jan - to cavey.
• Re: Weighing in on transfer & another question the experts, 6/25/08, by judy3ca.
• Re: Weighing in on transfer & another question the experts, 6/25/08, by Your Friendly Neighborhood Transfer Guy.
• Re: Weighing in on transfer & another question the experts, 6/25/08, by Jan .
• Re: Weighing in on transfer & another question the experts, 6/25/08, by Jan .
• Re: Weighing in on transfer & another question the experts, 6/25/08, by RD.
• Re: another question about "transfer" , 6/25/08, by RD.
• Re: another question about "transfer" RD, 6/26/08, by Jan .
• Re: another question about "transfer" Jan, 6/27/08, by RD.
• Re: another question about "transfer" Jan, 6/27/08, by brad.
• Re: another question about "transfer" , 6/27/08, by RD.
• Re: another question about "transfer" , 6/27/08, by RD.
• Re: another question about "transfer" Jan, 6/27/08, by Jan .