So we go
through the task in this way, or a similar way, and once we get to the end,
when we check the results of our job, we move to our second step in transfer,
that is, we add a moment of reflection. This is a crucial time, because its
is here that we and our students can go beyond this particular task, and
begin to ask ourselves if what we’ve just done, our concrete experience, can
be useful tomorrow, on another task, in another situation. So, once again,
let’s imagine we engage in this sort of interaction with our students,
•which words in the text were harder to
understand? What helped us to cope with problems?
•maybe the way words are made? Maybe certain
parts of words, the beginnings and the endings? Shall we call these prefixes
•maybe we were helped by taking a look at a
whole sentence, and perhaps at the sentences that came before and after?
Shall we call this the context?
•again, perhaps we were helped by what we
already knew about the topic … this we can call our own encyclopedia …
•did we make and check hypotheses by using
clues? Shall we call this the “Sherlock Holmes strategy”?
•what else helped us? Did we ask the teacher?
Did we talk to our classmates? Did we use a dictionary?