Why Transfer of Learning is Challenging and How UbD Helps
Transferring knowledge and skills from one situation to another is one of the greatest challenges in education, yet it is central to the Understanding by Design (UbD) framework.
Why is transfer of learning so difficult?
As an educator, I’ve often observed this struggle in student behavior. Teachers frequently express frustration when positive classroom habits don’t extend to other settings. For example, a student may consistently demonstrate respectful and focused behavior with their homeroom teacher but fail to do the same on the playground or in specialist classes. Despite repeated practice, the transfer of learning doesn’t always occur naturally.
A personal reminder about transfer
Recently, while on a run, this idea of transfer resonated with me in a personal way. I had written before about my goal of gradually increasing my running distance, and I was proud of the sustainable fitness habit I had developed.
However, after moving from Cole Valley to a permanent home in the Mission/Noe Valley area of San Francisco, my routine shifted dramatically. I lost my familiar Golden Gate Park route and struggled to adapt to the hilly terrain of Noe Valley and Dolores Park. While excited about the move, I mourned the loss of my established routine. At one point, I nearly gave up.
It wasn’t until I realized that the route itself was key to transferring my running skills. Once I found a new route along the Great Highway things clicked. That bridge between the old and new routines was exactly what I needed to transfer my running skills into a new environment.
What this means for teaching and learning
This experience reminded me that we often overestimate the ease of transfer. We assume that excellent teaching in one setting automatically transfers to another. But in reality, students need support, intentional design, and what UbD calls a “bridge” to help them apply learning in different contexts.
The UbD framework emphasizes backward planning, where the ultimate goal is for students to independently apply their knowledge and skills in real-world situations. Transfer goals must be clearly defined, not just implied.
Therefore, during the planning process, when considering and developing transferable goals, ask yourself:
Are these goals relevant today and tomorrow?
Are they action-oriented?
Are they grounded in authentic, real-world application?
Is there a compelling answer to why this learning matters?
Small examples, big meaning
My running story may seem small, but it illustrates how habits and skills don’t always transfer automatically. Whether in fitness or education, achieving those “aha!” moments requires persistence and thoughtful design.
As teachers, when we focus on transfer of learning, we move beyond short-term performance and toward lasting understanding that helps students connect the dots not just in class, but in life.