"It is a pleasure to have a full length treatise on this most important topic, and may this focus on transfer
become much more debated, taught, and valued in our schools." - John Hattie

Teach students to use their learning to unlock new situations.
*
Learning That Transfers* empowers teachers and curriculum designers alike to harness the critical concepts of traditional disciplines while building students capacity to navigate, interpret, and transfer their learning to solve novel and complex modern problems. Using a backwards design approach, this hands-on guide walks teachers step-by-step through the process of identifying curricular goals, establishing assessment targets, and planning curriculum and instruction that facilitates the transfer of learning to new and challenging situations. Key features include:

• Thinking prompts to spur reflection and inform curricular planning and design.
• Next-day strategies that offer tips for practical, immediate action in the classroom.
• Design steps that outline critical moments in creating curriculum for learning that transfers.
• Links to case studies, discipline-specific examples, and podcast interviews with educators.
• A companion website that hosts templates, planning guides, and flexible options for adapting current curriculum documents.

Autorentext

Julie Stern is the best-selling author of Tools for Teaching Conceptual Understanding, Elementary and Secondary, Visible Learning for Social Studies, and Learning That Transfers. She is the thought leader behind the global workshop series Making Sense of Learning Transfer, and is a certified trainer in Visible Learning Plus. Her passion is synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is a James Madison Constitutional Fellow and taught social studies for many years in Washington, DC and her native Louisiana. Julie moves internationally every few years with her husband, a US diplomat, and her two young sons. Her website is www.edtosavetheworld.com.

Krista Ferraro is a history teacher and department head at Thayer Academy in Braintree, Massachusetts. Her passions include civic education, social justice, and preparing students for effective global citizenship. Previously, she served as Deputy Director of Public Policy and Curriculum Innovation at Chavez Schools in Washington, DC, where she also taught history and public policy courses. Her published works include the bestselling Tools for Teaching Conceptual Understanding, Elementary and Secondary. Krista holds bachelors degrees in American Studies and Spanish from Cornell University and a Master of Arts in Teaching from American University. She is also an alumna of Teach for America.

Kayla Duncan is a personalized instruction coach for Forsyth County Schools in Cumming, Georgia. Her passion centers around empowering student voice through meaningful, authentic experiences and increased ownership. Kayla currently supports personalized learning schools in creating their new vision for education through the design thinking process. She believes the voices of students and the community should drive what happens in the school building. Before her coaching role, Kayla taught elementary physical education and middle grades mathematics. She holds a Bachelor of Science in Kinesiology from the University of Georgia, a Master of Arts in Mathematics Education from Western Governors University, and an Educational Specialist in Learning, Design, and Technology from the University of Georgia. Kayla is pursuing a Doctor of Education in School Improvement from the University of West Georgia and hopes to use this new knowledge to propel schools toward innovative visions for education. Kayla resides in Georgia with her husband, a fellow educator, and their fourteen-year-old dog Georgie

Trevor Aleo is a middle school English teacher in Wilton, Connecticut where he designs meaningful learning experiences while reading and writing alongside his students. Prior to his current position, he taught high school and was a grade level lead in Prince William County, Virginia. In addition to leading teams at his own school, he's drafted curriculum at the district level, created instructional resources for the Virginia Department of Education, and presented at local, state, and national conferences. He believes education should help people become better sense makers and story tellers and is a passionate believer in pedagogies that align with those values. Growing up in a house of teachers, he developed a love of learning that continues to serve as the driving force behind all his work. He holds a Bachelor of Arts in English and a Master of Arts in Teaching from James Madison University and is currently pursuing a doctorate in Learning Design and Leadership at the University of Illinois Urbana-Champaign. Trevor currently resides in Fairfield, Connecticut with his amazing wife Lindsey and will be welcoming a son into the world somewhere around the release of this book.

Inhalt

Foreword: The Pleasures of Teaching Transfer xiii John Hattie
Preface: Where Are We in Place and Time? Why Do We Need to Rethink Curriculum Design?
About the Authors
INTRODUCTION: Chapter Overview and How to Use This Book
CHAPTER 1: Learning Transfer: What Is It and How Can It Transform Teaching and Learning?
The Role of Concepts in Promoting Transfer
ACT: The Learning Transfer Mental Model
Putting It All Together
Envisioning the Possibilities
CHAPTER 2: Shifts in Practice: How Can We Set the Foundation for Learning That Transfers?
Shifts #1 & #2: The Roles of the Student and the Teacher
Shifts #3 & #4: The Roles of Curriculum and Instruction
Shift #5: The Role of Assessments
Shifts #6 & #7: The Roles of Leaders, Parents, and the Community
The ACT Model in Action
CHAPTER 3: Disciplinary Literacy: How Can We Unleash the Power of the Subjects We Teach?
The Power of Disciplinary Lenses: Focusing Our Attention to Move Students Toward Expertise
Establishing a Vision for Each Discipline
Articulating a Disciplinary Vision
Vertical Alignment: Your Course in the Larger Context of a Student's Journey Through School
Determining Disciplinary Lenses for Your Course
CHAPTER 4: Modern Literacies: What Do Our Students Need to Navigate Today's World?
Determining Modern Literacy Concepts
Horizontal Alignment to Promote Cross-Disciplinary Breadth
CHAPTER 5: The Story of Your Course: How Do We Craft a Compelling Narrative to Guide Learning?
The Critical Steps in a Transfer-Focused Course
Story of Your Course
CHAPTER 6: Unit Planning: How Do We Intentionally Design for Learning That Transfers?
Flexible Options for Unit Planning Steps
Zooming In: The Unit Planner
Assessing for Transfer
The Unit Storyboard: Planning for Similar to Dissimilar to Real-World Transfer
Preserving Space for Student Voice, Choice, and Passions
CHAPTER 7: Assessments: What Is the Role of Assessment in a Classroom Focused on Transfer?
Assessment as a System of Feedback
Summative Assessments of Transfer
Authentic Value Beyond School Walls
Planning for Formative Assessment of Transfer
Putting It All Together
CHAPTER 8: Instructional Design: Building a Community for Learning That Transfers
Highlighting the Importance of Intellectual Growth
Acquiring Understanding of Individual Concepts
Connecting Concepts in Relationship
Transferring Conceptual Relationships to New Situations
Designing Instructional Calendars
Designing Lesson Plans
Conclusion: Remaining Nimble: How Do We Continue to Evolve in an Unprecedented World?
Afterword: Learning That Matters
Glossary
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