Transfer Learning can be defined as deep learning where students are given new and unique critical thinking and problem-solving tasks that have NOT been modeled in the classroom. Here are two examples to demonstrate the concept of Transfer Learning, as coined by John Hattie and his colleagues.

ELA Example: Finding the main idea of a narrative text.

Surface Learning: 

• Instructionally students are taught, often through direct instruction, what a main idea is related to a grade-level appropriate text. They are given the 20,000 ft view of ‘main idea’.
• Sample question:  “In your own words, write a definition of the main idea of a  story.”

Deep Learning:

• Students are provided multiple models of narrative text that they would explore, through group work or collaboration, and shown strategies they could utilize to find the main idea of various narrative texts.
• In Deep Learning students are doing the skill and can demonstrate a level of understanding when the task is the same or similar to what has been modeled.
• Sample question: “State the main idea of Gary Soto’s The Marble Champ and explain why you believe that is the main idea using evidence from the story.”

Transfer Learning:

• Students are asked thought-provoking, critical-thinking questions, similar to Deep Learning.  However, students have not been provided a model so they must possess a true understanding of the concept to apply it to a new and unique task.
• If we assume the Deep and Surface Learning tasks above are the preamble for Transfer Learning, we can see that students can provide a definition of the main idea in a narrative text in their own words, and they can state the main idea in a narrative text with textual evidence.
• Sample question: “Write a clear and concise main idea for the poem Burning a Book by William Stafford. Provide textual evidence supporting your main idea.”  Because the students had only experienced finding the main idea of a narrative text and not a poem, this question is a Transfer Learning task. Finding the main idea of a poem asks students to see main idea from a different perspective.

Let’s take a look at Surface, Deep, and Transfer Learning in a math classroom. 

Mathematics Example: Solve a real-world problem involving ratios.

Surface Learning: 

• Students are provided with a foundational understanding of ratios. The lessons center around the definition of a ratio, how a ratio is different from and fraction, and how to write a ratio.
• Sample question:  “In your own words, write a definition of a ratio and give a real-world example where a ratio could be used.”

Deep Learning:

• Students are provided with multiple models of real-world problems where ratios are used to show a relationship between two quantities. These would be rather straightforward examples that would provide support to students’’ foundational understanding of a ratio they obtained in Surface Learning. 
• Instructional strategies might include small group collaboration on modeled tasks, manipulatives, graphic organizers, and visual models.
• In Deep Learning students are doing the skill and can demonstrate a strong level of understanding when the task is the same or similar to what has been modeled.
• Sample question from Illustrative Mathematics: “The ratio of the number of boys to the number of girls at school is 4:5.
  • What fraction of the students are boys?
  • If there are 120 boys, how many students are there altogether?

Transfer Learning

• Students are asked critical thinking questions, similar to Deep Learning.  However, students have not been provided a model so they must possess a true understanding of the concept to apply it to a new and unique task.
• Related to ratios, at this point in the learning sequence, students can create a definition of a ratio, explain how a ratio is different from a fraction, and solve real-world problems involving ratios that have been modeled for them.  To reach Transfer Learning students need to be given a task that asks them to pull from their understanding of ratios and apply that understanding to a task that approaches the math ‘through the back door’.  Transfer tasks are not straightforward problems (through the front door), instead they ask students to look at the concept from a different perspective.
• Sample question from Illustrative Mathematics:

Educators should consider the essential progression from Surface to Deep to Transfer Learning, as an intentional journey they lead students through related to every high-priority standard. Resultantly,  we would have students who are critical, independent thinkers who truly understand the content and can demonstrate that understanding on a variety of tasks.  The underlying problem is educators’ reluctance to create disequilibrium for students, as described by Jo Boaler in Mathematical Mindsets.  We cannot be afraid to ask students to think independently. We don’t need to show them how to do everything just so they can mimic and replicate (Lijedahl, 2020).  Our world demands more from future citizens and we should too.

Research Basis

Boaler, J. (2015). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.

Frey, N., Fisher, D., & Hattie, J. (2018). Developing “assessment capable” learners. Educational Leadership, 75(5), 46-51.

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 Press.

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press.
Liljedahl, P. (2020). Building thinking classrooms in mathematics, grades K-12: 14 teaching practices for enhancing learning. Corwin press.