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Rhetoric Meets Remedy: Teaching for Transfer

Angela Hardin Oct 17, 2025 1:16:00 PM

ELA

Rhetoric Meets Remedy: Teaching for Transfer

As a public educator, one of the most vital things that I try to get my students to understand is how all the information they learn works together and integrates into the real world outside of the classroom. For many students, this is hard for them to grasp because of how our schools are structured - they study math in algebra class and science in biology class, etc. Students do not always see the integration of topics in action, let alone discuss the implications of the content in their own lives.

But school doesn’t have to be that way.

Imagine students leaving your classroom with not just facts, but flexible thinking they can take anywhere. That’s the promise of teaching for transfer - an approach that focuses on helping students apply learned skills to new and unfamiliar situations. It is the difference between knowing content and understanding when and how to use the content. This authentic type of learning allows students to take ownership of their decisions and encourages forward-thinking skills that transfer into the real world settings.

One of my biggest goals as a high school English teacher is to help students see that what we do in class is not about passing a test or getting a good grade; it’s about equipping them with a toolkit they can carry beyond the classroom walls. I am always looking for ways to encourage transfer of learning. The best way I have done this is through collaboration with fellow teachers in other content areas. This past school year, I started small by collaborating with the Health/PE instructor at my school. In the next few blog posts in this series, I will share my collaborative journey, lessons I learned along the way, as well as recommendations and considerations as I explored the process. But in the meantime, if you are wanting to get started, here are a few general guidelines to help.

SUGGESTION	EXAMPLES	WHY IT HELPS
Make thinking visible	Have a class conversation using guided, thought-provoking prompts similar to these: What makes you say that? How did you arrive at that conclusion? What evidence supports your idea(s)? How does this connect to things you have learned before? Is there another way to solve this? What might be missing and how can we address the missing factor?	It allows learners to articulate their thinking, reflect on their biases, and process the way they perceive information. It also allows them to connect thoughts and contribute to what others are saying.
Anchor with intention	Instead of just giving the objective(s) for the lessons, take time to discuss how the objectives transfer to the real world. Show students the value in the content they are learning.	When you anchor your lessons with intention, you are not only utilizing your classroom time effectively, but you are teaching the students to understand that what they learn is important in real world settings.
Connect your content to other disciplines	Start small. Begin with subjects that make the most sense. For example, if you teach social studies, look for ways to integrate writing and reading. If you teach science, look for ways to integrate math. Collaborate with your grade-level colleagues. Are there topics that can be combined? How can you use larger ‘Essential Questions’ or overarching real-world themes to connect the content?	As adults, we don’t move through life divided by content areas. For example, a simple trip to the grocery store combines a seamless blend of skills - math, writing, reading, economics, and logic. The same is true for our students. Their lives demand integrated thinking, so why wouldn’t our classrooms reflect that?

It’s not about covering the content; it’s about cultivating thinkers that can bridge the old and the new.

Supplementary reads:

https://www.edutopia.org/article/teaching-students-transfer-their-learning-new-contexts
Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher Education, 53, 483-516.