Figure 6.1 (p. 180) describes several types ways to promote transfer learning. What sort of mix of “hugging” and “bridging” opportunities do you give your students? Do you have a favorite task or routine that is effective for promoting transfer learning? How do you know it is effective?

How often do you have students using metacognitive strategies to assess their learning or facilitate their problem solving? What questions do you ask them to consider? How do you know those questions are effective at helping them to deepen their understanding of mathematical concepts?