Conceptual learning for transfer is about deep thinking. Research tells us that rich learning occurs when people make connections between two or more concepts. When students find meaning in their learning, they are more likely to make connections outside of the classroom and learning transfers.

When shifting instruction and assessment within a classroom of conceptual learning, teachers find clarity in their purpose for learning activities. Formative assessments drive both growth for students and enhancement in instruction. Summative assessments have renewed purpose, when the target is clearly established through essential understandings. This slight shift in pedagogy will make a world of a difference in the the deep, authentic learning for our students.