1.
David Paul Ausubel
• October 25, 1918 -July 9, 2008
• He was an American
psychologist born in New York.
His most significant contribution
to the fields of educational
psychology, cognitive
science, and science education
learning, was on the
development and research on
advance organizers.

2.
Cognitive Development

3.
Focus:
• Cognitive
Structure
• Advance
Organizer

4.
Raw
perceptual
data
facts
Cognitive
Structure
Or
“Present
Knowledge”
concepts
theories
propositions

5.
meaningful learning takes place when an
idea to be learned is related in some
sensible way to ideas that the learner
already possess. Ausubel believed that
before new materials can be presented
effectively, the student’s cognitive
structure should be strengthened.

6.
Advance
Organizer
Allows students to already
have a bird’s view ot to see the
“big picture” of the topic to be
learned even before going to
the details.

7.
Subsumption- is a process by which new
materials related to relevant ideas in the
existing cognitive structure.
Derivative Subsumption
Correlative Subsumption
Superordinate Subsumption
Combinatorial Learning

8.
Derivative Subsumption:
- Describes the situation in which the new
information you learn is an example of a
concept that you have already learned.

9.
A bird has feathers,
a beak, lays egg, it
can fly, etc.
BLUE JAY BIRD

10.
Correlative Subsumption:
- higher-level concept of thinking.

11.
Superordinate Subsumption:
- You are already familiar with the things but
did not know the concept itself until it was
taught.

12.
Mandy, those are
what you called
“fruits”.

13.
Combinatorial Learning:
-When the newly acquired knowledge
combines with prior knowledge to enrich
the understanding of both concepts.

14.
-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.

15.
Subsumption
Theory
Meaningful
Reception of
Info.
Learner’s Cognitive
Structure
Use of Advance
Graphic Organizer
Subsumption
Four Processes
for Meaningful
Learning
Derivative
Subsumption
Correlative
Subsumption
Superordinate
Subsumption
Combinational
Subsumption
Advance
Organizer
Expository
Narrative
Skimming
Graphic
Organizer

16.
Types:
• Expository
• Narrative
• Skimming
• Graphic organizer

17.
EXPOSITORY:
• Describes the new content.
• provides new knowledge that students will need
to understand the upcoming information”
• are often used when the new learning material is
unfamiliar to the learner. They often relate what
the learner already knows with the new and
unfamiliar material—this in turn is aimed to make
the unfamiliar material more plausible to
the
learner.

18.
NARRATIVE:
• Presents the new information in the form
of a story to students.

19.
SKIMMING:
• Is done by looking over the new material
to gain a basic overview.

20.
Graphic Organizer:
• Visuals to set up or outline the new
information. This may include
pictographs, descriptive patterns, concept
patterns, concept maps, Venn diagram.