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Ausubel’s Meaningful Verbal Learning

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Ausubel’s Meaningful Verbal Learning

  1. 1. Ausubel’s Meaningful Verbal Learning/ Subsumption Theory
  2. 2. Subsumption Use of Advance Graphic Organizer Learner’s Cognitive Structure Ausubel’s Subsumption Theory Meaningful Reception of Info. Four Processes for Meaningful Learning Advance Organizer Derivative Subsumption Combinatorial Learning Correlative Subsumption Superordinate Learning Expository Narrative Skimming Graphic Organizer
  3. 3. David Paul Ausubel
  4. 4. • David Ausubel was born in Brooklyn, New York in 1918. • He graduated from the University of Pennsylvania with a degree in Psychology. • He earned a PH D in Developmental Psychology from Columbia University. • Ausubel published multiple books and articles on developmental and educational psychology. • In 1976 he received the Thorndike Award from the American Psychological Association for "Distinguished Psychological Contributions to Education". • Dr. David Ausubel passed away on July 9, 2008.
  5. 5. FOCUS OF AUSUBEL’S THEORY •Cognitive Structure •Advance Organizer
  6. 6. FOCUS OF AUSUBEL’S THEORY The most important factor in influencing learning is the quantity, clarity and organization of the learner’s present knowledge. This comprises his/her Cognitive Structure.
  7. 7. Cognitive Structure Or “Present Knowledge” Facts Concepts Raw Perceptual Data Theories Propositions
  8. 8. Meaningful learning takes place when an idea to be learned is related in some sensible way to ideas that the learner already possesses. The way to strengthen the student’s cognitive structure is by using advance organizer’s that allow students to already have a bird’s eye view or to see the “big picture” of the topic to be learned even before going to details. FOCUS OF AUSUBEL’S THEORY
  9. 9. •Ausubel’s belief of the use of Advance Organizers is anchored on the principle of Subsumption. •Ausubel pointed out, that what is learned is based on what is already known.
  10. 10. Subsumption- is a process by which new materials related to relevant ideas in the existing cognitive structure. Derivative Subsumption Correlative Subsumption Superordinate Learning Combinatorial Learning
  11. 11. FOUR PROCESSES FOR MEANINGFUL LEARNING
  12. 12. DERIVATIVE SUBSUMPTION •This describes the situation in which the new information you learn is an example of a concept that you have already learned .
  13. 13. A bird has feathers, a beak, lays egg, it can fly, etc. BLUE JAY
  14. 14. CORRELATIVE SUBSUMPTION •In order to accommodate new information, you have to change or expand your knowledge. higher-level concept of thinking.
  15. 15. Oh! It has a long body and a long strong legs!
  16. 16. SUPERORDINATE LEARNING You are already familiar with the things but did not know the concept itself until it was taught.
  17. 17. Mandy, those are what you called “Fruits”.
  18. 18. COMBINATORIAL LEARNING •This is when newly acquired knowledge combines with prior knowledge to enrich the understanding of both concepts.
  19. 19. The most important single factor influencing learning is what the learner already knows.
  20. 20. ADVANCE ORGANIZERS
  21. 21. ADVANCE ORGANIZERS: Is a major tool proposed by Ausubel and it gives 2 benefits: 1. You will find it easier to connect new information with what you already know about the topic. 2. You can readily see how the concepts in a certain topic are related to each other. Advance Organizer helps you link the new learning to your existing scheme.
  22. 22. ADVANCE ORGANIZERS: •An instructional unit that is used before direct instruction, or before a new topic; this is sometimes called a hook, set induction or anticipatory set. •Presents an overview of the information to be covered in detail during the exposition that follows. •Advance organizers are used to relate prior information to new concepts.
  23. 23. EXPOSITORY TEACHING • While presenting new material. • It is use at the beginning of a lesson. • Presents several encompassing generalizations where detailed contents will be added later. •The teacher discuss the process of the absorption of water and minerals into the plants through the tap and fibrous root system. Example
  24. 24. COMPARATIVE TEACHING • Useful when the knowledge to be presented is new to learner. • Compares new material with knowledge already known by emphasizing the similarities between 2 types of material & showing the information that is to be learnt. • Ausubel’s teaching approach is deductive in nature. •A teacher shows the similarities and differences among two major root system, the tap root and the fibrous root system. Example
  25. 25. DEDUCTIVE TEACHING MODEL
  26. 26. OTHER TYPES OF ADVANCE ORGANIZERS •Narrative •Skimming •Graphic Organizer
  27. 27. NARRATIVE: • Presents the new information in the form of a story to students.
  28. 28. SKIMMING •Is done by looking over the new material to gain a basic overview.
  29. 29. GRAPHIC ORGANIZER •Visuals to set up or outline the new information. This may include Pictographs, Descriptive Patterns, Concept Patterns, Concept Maps, Venn Diagram.

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