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Clark, G. (2018). LD – Near & Far Transfer – Testing. EPPIC Inc. https://eppic.biz/2018/03/15/ld-near-far-transfer-testing/

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In Visible Learning for Literacy, Fisher, Frey, and Hattie (2016) define transfer as the phase of learning in which students independently apply their literacy skills and knowledge to new and unfamiliar contexts, demonstrating a deep understanding that extends beyond rote memorization. This phase follows surface and deep learning, and it is essential for ensuring that students can generalize their learning across disciplines and real-world situations. The authors emphasize that effective instruction must be intentionally designed to guide students through all three phases—surface, deep, and transfer—so that learning becomes visible and enduring (Fisher et al., 2016).

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In Visible Learning for Literacy (Fisher et al., 2016), the authors distinguish between near transfer and far transfer as two levels of applying learned literacy skills in new contexts. Near transfer occurs when students apply their knowledge to situations that are similar to the original learning context—such as using a reading comprehension strategy on a different but familiar type of text. In contrast, far transfer involves applying that same knowledge or skill in a context that is significantly different from the original—such as using a comprehension strategy learned in English class to analyze a historical document in social studies. The authors emphasize that far transfer is more cognitively demanding and requires deeper understanding and flexible thinking, which is why instruction must be deliberately structured to support students in progressing from surface to deep learning before expecting successful transfer (Fisher et al., 2016).

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In Visible Learning for Literacy (Fisher et al., 2016), the authors describe two main paths of transfer: low-road and high-road. Low-road transfer happens when students automatically apply a skill in a familiar situation because they’ve practiced it a lot—like summarizing a new article after doing it many times before. This is linked to near transfer, where the new task is similar to the original one. On the other hand, high-road transfer is more thoughtful and requires students to take what they’ve learned and apply it in a different, often unfamiliar, context. This is connected to far transfer and takes more effort and reflection. For example, using persuasive writing skills from English class to argue a point in a social studies debate shows high-road transfer. The authors stress that while both types are important, high-road transfer is especially valuable for long-term learning and real-world use. Teachers can support this by helping students make connections between subjects, reflect on their learning, and apply it in new ways. Planning for both types of transfer helps students become more independent and flexible thinkers (Fisher et al., 2016).

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In Visible Learning for Literacy (Fisher, Frey, & Hattie, 2016), relevance plays a big role in helping students transfer what they’ve learned to new situations. When students see how a skill or concept connects to their own lives, interests, or future goals, they’re more likely to care about it—and that makes them more likely to remember and use it later. If something feels useful or meaningful, students are more motivated to engage deeply, which is key for real learning to stick. This is especially important for what the authors call “high-road transfer,” where students have to think carefully about how to apply what they know in a totally different context. For example, if a student learns how to write persuasively in English class and then uses that skill to write a letter to a local official about a community issue, that’s transfer in action—and it’s more likely to happen if the student sees the writing as relevant. So, making learning feel real and connected to the world outside the classroom isn’t just a nice bonus—it’s actually essential for helping students use what they’ve learned in meaningful ways (Fisher, Frey, & Hattie, 2016).

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Clark, G. (2018, March 15). LD – Near & Far Transfer – Testing. EPPIC Inc. https://eppic.biz/2018/03/15/ld-near-far-transfer-testing/

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Chart of Instructional Strategies for each Content Areas

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Chart of Instructional Strategies for each Content Areas

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REA532 Instructional Strategies for Teaching to Transfer

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Fisher, D., Frey, N., & Hattie, J. (2016). Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning. Corwin.

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McDowell, M. (2021). Teaching students to transfer their learning to new contexts. Edutopia. https://www.edutopia.org/article/teaching-students-transfer-their-learning-new-contexts