[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594886-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594886-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","designing-intentional-transfer-of-knowledge-for-the-purpose-of-deeper-understanding","Designing Intentional Transfer of Knowledge for the Purpose of Deeper Understanding","","Teachers and administrators must embrace a shift in student engagement and teacher expectations, where greater student access to information turns teachers into facilitators. Deeper learning is achieved by intentional knowledge transfer that connects prior knowledge to existing schema. Effective strategies include higher-order thinking activities, modelling metacognition, structured inquiry through projects, reciprocal peer learning, and teacher preparation supported by ongoing professional development.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/designing-intentional-transfer-of-knowledge-for-the-purpose-of-deeper-understanding/594886/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/designing-intentional-transfer-of-knowledge-for-the-purpose-of-deeper-understanding/594886.png","ImageObject",300,407,{"name":42,"@type":43},"Mary Man","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does the paradigm shift change the teacher’s role in student engagement?","Question",{"text":62,"@type":63},"Teachers increasingly act as facilitators who prepare the classroom for exploration and questioning, rather than focusing only on delivering information. They intentionally connect what students know to what they need to understand next.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What strategies support deeper understanding during reading and classroom activities?",{"text":67,"@type":63},"Deeper understanding is fostered through higher-order thinking that requires students to connect new information to existing schema. Techniques include journaling with double entry journals, think-pair-share, conferencing, and partner approaches like Talking to the Text.",{"name":69,"@type":60,"acceptedAnswer":70},"Why is metacognition central to deeper, inquiry-based learning?",{"text":71,"@type":63},"Metacognition helps students recognize and articulate their thinking processes, enabling transfer of knowledge to new learning. Teachers model expert reading strategies (e.g., Think Aloud) and create learning environments that support analysis, evaluation, and creation.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594886,1792877068,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","REFEREED ARTICLES  \nDesigning Intentional Transfer of Knowledge  \nfor the Purpose of Deeper Understanding  \nBarbara Engel  \nAbstract  \nTeachers and administrators must embrace the paradigm shift that has occurred with regards to student engagement, and expectation of teachers. The roles of both the student and the teacher have shifted. Because of increased student access to information, the teacher is becoming afacilitator who prepares the classroom for exploration and questioning. Teaching must centre on cultivating metacognitive thinking by students, making an awareness to them and then connecting prior knowledge to existing schema. Information is readily available to students, and teachers must be intentional in connecting the depth of the students’ knowledge.  \nA fundamental purpose of education is to provide opportunities for students to build greater understanding through knowledge transfer. Teachers and administrators must therefore prioritize deeper learning in classrooms. Specific teaching strategies encourage deeper understanding by accessing student schema, modelling metacognition to demonstrate reading strategies, facilitating inquiry through projects, and pairing reciprocal learning with peer tutoring. Fostering quality instruction with metacognition at the core begins with teacher candidate preparation and professional development of current teachers. Intentional knowledge transfer occurs when teachers and administrators set a school’s goals and mission with knowledge building at the core, thus enabling deeper, inquiry-based learning.  \nTeaching Strategies  \nDeeper understanding occurs when students use higher order thinking during classroom activities that require them to make connections with their existing schema. Extending students’thinking beyond remembering, by motivating them to analyze, evaluate, and create, takes forethought , immediate feedback, and modelling by the teacher (Wilson, 2016) . Traditionally, silent reading occurred in isolation and was accompanied by answering chapter questions based on recall. Silent reading, when paired with journaling, activates the students to extend thinking beyond mere recall, and to make connections with their schema. Double entry journalling connects students’ reading with prior knowledge or reading strategy prompts.  \nStudents who become aware of the connection between their existing schema and new knowledge are creating deeper understanding. Teachers who recognize this process can capitalize and facilitate deeper, inquiry-based learning. Recently, in a Reading Is Thinking class, students were working on their independent reading: while they read, they made entries in their double entry journals. Jonathon 1 , who was reading Animal Farm by George Orwell, became very excited and instead of journaling his discovery he raised his hand and asked, “Ms. Abbott, is Pinchfield supposed to be like Hitler?” Ms. Abbott smiled, and asked, “Why do you think Frederick Pinchfield might represent Hitler?” Jonathon listed several reasons using his recall of prior knowledge, comparing the character of Pinchfield with that of Hitler. Ms. Abbott praised Jonathon and then encouraged Jonathon to write his extended comparisons down in his double entry journal for future consideration. Ms. Abbott could have merely confirmed Jonathon’s connection, but instead she seized an opportunity to engage Jonathon in an analysis that used  \n1 In order to protect individual identities, pseudonyms have been used throughout this paper.  \nhis prior knowledge. Ms. Abbott recognized a student’s understanding and then through questioning pushed the student to engage in analysis and evaluation, encouraging higher order thinking. Classroom lessons that promote students to make connections with their existing schema create a safe atmosphere for questions that nurture deeper learning.  \nTeachers who plan activities with a clearly set purpose facilitate student learning through the levels of cognition to includ","cbCaieaXtYS6HT8h","https://ap.wps.com/l/cbCaieaXtYS6HT8h","pdf",389117,"English","# Abstract\n# Teaching Strategies","[{\"question\":\"How does the paradigm shift change the teacher’s role in student engagement?\",\"answer\":\"Teachers increasingly act as facilitators who prepare the classroom for exploration and questioning, rather than focusing only on delivering information. They intentionally connect what students know to what they need to understand next.\"},{\"question\":\"What strategies support deeper understanding during reading and classroom activities?\",\"answer\":\"Deeper understanding is fostered through higher-order thinking that requires students to connect new information to existing schema. Techniques include journaling with double entry journals, think-pair-share, conferencing, and partner approaches like Talking to the Text.\"},{\"question\":\"Why is metacognition central to deeper, inquiry-based learning?\",\"answer\":\"Metacognition helps students recognize and articulate their thinking processes, enabling transfer of knowledge to new learning. Teachers model expert reading strategies (e.g., Think Aloud) and create learning environments that support analysis, evaluation, and creation.\"}]","Designing Intentional Transfer of Knowledge for the Purpose of Deeper Understanding | PDF",1792080031]