AUSUBEL'S MEANINGFUL VERBAL LEARNING/SUBSUMPTION THEORY

AUSUBEL'S MEANINGFUL VERBAL LEARNING/SUBSUMPTION THEORY

1. AUSUBEL’S MEANINGFUL VERBAL LEARNING / SUBSUMPTION THEORY Prepared by: Duron, Melody M. Egalan. Dharyl O. Ulama, Normalyza MODULE 12:

2. David P. Ausubel B orn in 1918 and grew up in Brooklyn, NY. He attended the University of Pennsylvania and graduated from Middlesex University. He completed a rotating internship at Gouverneur Hospital and served in the US Public Health Service, UNRRA, and three psychiatric residences. He earned a Ph.D. in developmental psychology from Columbia University and a series of psychological professorships at schools of education. He retired from academic life in 1973 to devote full time to his psychiatric practice. He published extensively and received the Thorndike Award from the American Psychological Association for "Distinguished Psychological Contributions to Education". He retired from professional life in 1994 to devote himself full-time to writing and published four books. He passed away on July 9, 2008.

3. AUSABLE’S THEORY Its main theme is that knowledge is hierarchically organized, and that new information is meaningful to the extent that it can be related (attached, anchored) to what is already known. It is about how individuals learn large amounts of meaningful material from verbal and textual presentations in a school setting. He proposed the use of advance organizers as a tool for learning.

4. The most important factor influencing learning is the quantity, clarity, and organization of the learner's present knowledge. Meaningful learning takes place when an idea to be learned is related in some sensible way to ideas that the learner already possesses. Focus of Ausubel's Theory Ausubel believed that before new material can be presented effectively, the student's cognitive structure should be strengthened. Acquisition and retention of new information are facilitated.

5. SUBSUMPTION a process by which new material is related to relevant ideas in the existing cognitive structure. Ausubel pointed out that what is learned is based on what is already known. This signifies that one's own knowledge and biases limit and affect what is learned. Also, retention of new knowledge is greater because it is based on prior concrete concepts.

6. It was developed in 1963 by the American psychologist David Ausubel. The theory focuses on how individuals acquire and learn large chunks of information through visual means or textual materials. SUBSUMPTION LEARNING THEORY It outlines a process for producing educational materials that aids in helping students arrange their learning in a way that makes it relevant for transfer. The objective is for students to both acquire and retain the knowledge they need to handle any given situation.

7. FOUR PROCESSES Meaningful learning can take place through  Derivative Subsumption. This describes the situation in which the new information you learn is an example of a concept that you have already learned. 2. Correlative Subsumption. Now, let's say you see a new kind of bird that has a really big body and long, strong legs. 4 . Combinatorial Learning. This is when newly acquired knowledge combines with prior knowledge to enrich the understanding of both concepts. 3. Superordinate Learning. Imagine that a child was well acquainted with banana, mango, dalandan, guava, etc., but the child did not know.

8. A n instructional unit that is used before direct instruction or before a new topic; this is sometimes called a hook, set induction, or anticipatory set. P opularized by David Ausubel first in 1968. I ntroduced in advance of direct instruction and P resented at a higher level of abstraction than the information presented later. D esigned to bridge the gap between what the learner already knows and what she needs to know, the U se of advance organizers has been shown, through several research studies, to improve levels of understanding and recall. WHAT IS ADVANCE ORGANIZER?

9. 1.) You will know the topic . 2.) Y ou can readily see how the concepts in a certain topic make it easier to connect new information with what you already know about them. The advance organizer gives you two benefits: Organizers act as a subsuming bridge between new learning material and existing related ideas.

10. TYPES OF ADVANCE ORGANIZERS Expository Narrative Skimming Graphic Organizer

11. Expository organizers describes the new content. Narrative organizers that present the new information in a story format. Skimming organizers that flick through the information. Graphic organizers that include pictographs, descriptive or conceptual patterns, and concept maps.  

12. APPLICATION OF PRINCIPLES 1. The most general ideas of a subject should be presented first and then progressively differentiated in terms of detail and specificity. He called this progressive differentiation.   2. Instructional materials should attempt to integrate new material with previously presented information through comparisons and cross-referencing of new and old ideas.  

13. THANK YOU!