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Facilitating Learning Module 12

Ausubel's theory focuses on meaningful learning through relating new information to existing knowledge structures. It emphasizes using advance organizers to help students assimilate new concepts by presenting them in the context of what is already known. The key aspects are: 1) New information is best learned when incorporated into an individual's cognitive structure. 2) Advance organizers present new topics at a higher level of abstraction to facilitate incorporation into existing knowledge networks. 3) Meaningful learning occurs through four processes: derivative, correlative, and superordinate subsumption, and combinatorial learning.

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Ivan Dennis Salupan
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612 views

Facilitating Learning Module 12

Ausubel's theory focuses on meaningful learning through relating new information to existing knowledge structures. It emphasizes using advance organizers to help students assimilate new concepts by presenting them in the context of what is already known. The key aspects are: 1) New information is best learned when incorporated into an individual's cognitive structure. 2) Advance organizers present new topics at a higher level of abstraction to facilitate incorporation into existing knowledge networks. 3) Meaningful learning occurs through four processes: derivative, correlative, and superordinate subsumption, and combinatorial learning.

Uploaded by

Ivan Dennis Salupan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Ausubel’s

Meaningful Verbal
Learning/
Subsumption
Theory
OBJECTIVES
• Explain Ausubel’s Subsumption
Theory
• Determine the uses of graphic
organizers
• Use advance graphic organizers for a
topic presentation
Ausubel’s Subsumption
Theory

Meaningful Reception of Four Processes for


Advance Organizers
Information Meaningful Learning

Learner’s Cognitive
Derivative Expository
Structure
subsumption
Use of Advance
Graphic Organizer Correlative Narrative
subsumption
Subsumption
Skimming
Superordinate
Learning
Graphic Organizers
Combinatorial
Learning
Group Activity
1. The figure shown is an advance
organizer.
2. Study it. Read the words in each box.
3. Examine how the lines connect the
boxes.
4. Describe the advance organizer,
specifically on how the words are
related to each other.
Analysis

1. Why was the advance organizer


presented before the discussion
of the topic?
2. How can the advance organizer
help the students?
The main theme of Ausubel’s theory is
that knowledge is hierarchically organized.;
that new information is meaningful to the
extent that it can be related to what is
already known. It is about how individuals
learn large amounts of meaningful material
from verbal/textual presentations in a
school setting. He proposed the use of
advance organizers as a tool for learning.
Focus of Ausubel’s Theory
The most important factor influencing
learning is the quantity, clarity and
organization of the learner’s present
knowledge. This present knowledge
consists of facts, concepts, propositions,
theories and raw perceptual data that the
learner has available to him/her at any
point in time. This comprises his/her
cognitive structure.
Meaningful learning takes place
when an idea to be learned is
related in some sensible way to
ideas that the learner already
possesses. Ausubel believed that
before new material can be
presented effectively, the student’s
cognitive structure should be
strengthened. When this is done,
acquisition and retention of new
information is facilitated.
The way to strengthen the
student’s cognitive structure is
by using advance organizers
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 the details.
Ausubel’s belief of the use of
advance organizers is anchored on
the principle of 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 prior
knowledge and biases limit and affect what
is learned. Also, retention of new
knowledge is greater because it is based
on prior concrete concepts.
Meaningful learning can take place
through four processes:
1. Derivative subsumption. This describes the situation in
which the new information you learn is an example of a
concept that you have already learned. For example,
you have acquired a basic concept of “bird”. You know
that bird has feathers, beaks, lays eggs. Now you learn
about a kind of bird that you have never seen before,
like blue jay, that conforms to your previous
understanding of bird. Your new knowledge of blue jays
is attached to your concept of bird, without altering
that concept in any way. You learned about blue jays
through the process of derivative subsumption.
2. Correlative subsumption. Examine this example, you
see a new kind of bird that has a really big body and
long strong legs. It doesn’t fly but it can run fast. In
order to accommodate this new information, you
have to change or expand your concept of bird to
include the possibility of being big and having long
legs. You now include your concept of an ostrich to
your previous concept of what bird is. You have
learned about this new kind of bird through the
process of correlative subsumption. This is more
valuable learning than that of derivative
subsumption since it enriches the higher-level
concept.
3. Superordinate learning. Imagine that a child
was well acquainted with banana, mango,
dalandan, guava, etc. but the child but did not
know, until she was taught, that these were all
examples of fruits. In this case, the child
already knew a lot of examples of the concept,
but did not know the concept itself until it was
taught to her. This is superordinate learning.
Combinatorial learning. This is when newly acquired
knowledge combines with prior knowledge to enrich
the understanding of both concepts. The first three
learning processes all included new information that
relates to a hierarchy at a level that is either below or
above previously acquired knowledge. Combinatorial
learning is different; it describes a process by which
the new idea is derived from another idea that is
neither higher nor lower in the hierarchy, but at the
same level (in a different but related, “branch”).
The advance organizer is a major instructional
tool proposed by Ausubel. It gives you two
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.
The advance organizers helps you link
the new learning to your existing
scheme. They facilitate learning by
helping you organize and strengthen your
cognitive structure.
Organizers act as a subsuming bridge
between new learning material and
material and existing related ideas.
Types of Advance Organizers
1. Expository – describes the new content.
2. Narrative – presents the new information in
the form of a story to students.
3. Skimming – is done by looking over the new
material to gain a basic overview.
4. Graphic organizer – visuals to set up or
outline the new information. This may
include pictographs, descriptive patterns,
concept patterns, concept maps.
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. According to Ausubel,
the purpose of progressive differentiation is to
increase the stability and clarity of anchoring ideas.
2. Instructional materials should attempt to integrate
new material with previously presented information
through comparisons and cross-referencing of new
and old ideas.
Application

Choose a topic related to your


field of specialization. Obtain a
material such as a book chapter
about this topic and prepare an
advance organizer about it.
Journal Writing
From Ausubel theory”, I learned that
Research Work
Read two researches or studies related to
Information Processing. Fill out the matrix below.
Title:
Source: (Complete APA format)

Problem Research Methodology

Findings Conclusions/Recommendations

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