A dilemma for teachers at all levels is planning for transfer of learning, or students’ long-term retention. Most teachers consider their lessons a success if students can acquire information and understand it. But it is not until students can apply what they learn that there is cause for celebration. Much has been written about how difficult it is to achieve transfer, the third of three learning stages. The previous two are easier to accomplish: acquisition, or taking in a body of information, and meaning-making, which involves analysis and synthesis to make sense of the learning at hand (Wiggins & McTighe, 2005). Getting students to transfer, or application, is difficult to achieve, but essential. Transfer of learning takes time, a precious commodity for teachers bound by