Lesson Plan: Transfer of Learning March 28, 2019 Valeria Valencia-

Abarca

I. Describe the Class

a. There are roughly 12 students in the class and they are all college students. There
are about 5 or 6 students who speak a second language but to my knowledge there
are no students with learning disabilities. The class is laid out in about 6 rows.
Students are spread out all over the classroom.
II. Subject/Skill
a. Transfer of learning
III. Objective(s)
a. Students will be able to illustrate what each type of transfer looks like by giving
the class an example.
b. Students will be able to distinguish each type of transfer of learning that their
classmate illustrates for them.
c. Students will be able to label each type of transfer in a “Can you tell the
difference?” game.
d. Students will create their very own example of each type of transfer of learning.
e. Students will choose which type of transfer goes to which example.
f. Students will be able to develop theories on how each transfer of learning occurs
and where it originates from.
IV. Procedure
a. Students will be able to illustrate transfer of learning by examples.
b. Students will have 85% mastery on the transfer of learning.
c. Students will have a little bit of knowledge on the transfer of learning due to the
reading of Chapter 10 in preparation for our quiz. Students will also know how to
use their “A,B,C,D” cards, as they use them to vote on their quizzes.
d. The modeling will happen when the PowerPoint is playing and examples are
given during the presentation.
e. Guided practice will take place in the “can you tell the difference?” game. I will
give students examples and we will vote on which type of transfer it represents.
Questions like “what type of transfer is shown on the screen?” and “why is it…
transfer?”
f. Independent student practice will take place when I give students a type of
transfer, they have to research it and give the class an example. The students will
have 10 minutes to come up with an example that they will present to the class.
V. Materials
a. There will be a PowerPoint video, small index cards, “A,B,C,D” cards, as well as
the students’ textbook. Students can take notes to guide them if they please.
 VI. Grouping Structures
b. Group sizes will vary throughout the class. In the beginning of the lesson,
students will be individuals. When we get to our closure, students will partner up
to come up with their example.

VII. Modifications
c. If there has to be any accommodations for any students, they will be made
accordingly. IF an English Language Learner has trouble, I can explain the lesson
for them in Spanish (if that is their main language). If the students speaks any
other language, I can add their language to the PowerPoint so that they understand
our main points throughout the PowerPoint. If any behavior challenges must arise,
I will get with the students one-on-one and ask if there is any problem or why
they seem to be having a hard time. I will also ask what I can do to make sure
they soak up all of the information given.
VIII. Assessment
d. I will assess the students by playing the “can you tell the difference?” game. This
quick voting will help me determine who knows the material and who is having a
hard time. I will also know if the students understand when they do their own
research and come up and give the class an example.
IX. Closure
e. At the end, we will have our research round and review every type of transfer. I
want to reach 85% mastery on the terms and ideas and this will aid the students
when they take our Chapter 10 quiz. Homework will be given in the form of a
question: “What is zero transfer?” The review of our lesson will be included in
our Chapter 10 quiz. Practice opportunities will be given all throughout the
presentation and each time a type of transfer is presented, as well as a big review
at the end of the lesson.