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Ausubel’s meaningful verbal learning


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Ausubel's meaningful verbal learning

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Ausubel’s meaningful verbal learning

  1. 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. 2. Cognitive Development
  3. 3. Focus: • Cognitive Structure • Advance Organizer
  4. 4. Raw perceptual data facts Cognitive Structure Or “Present Knowledge” concepts theories propositions
  5. 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. 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. 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. 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. 9. A bird has feathers, a beak, lays egg, it can fly, etc. BLUE JAY BIRD
  10. 10. Correlative Subsumption: - higher-level concept of thinking.
  11. 11. Superordinate Subsumption: - You are already familiar with the things but did not know the concept itself until it was taught.
  12. 12. Mandy, those are what you called “fruits”.
  13. 13. Combinatorial Learning: -When the newly acquired knowledge combines with prior knowledge to enrich the understanding of both concepts.
  14. 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. 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. 16. Types: • Expository • Narrative • Skimming • Graphic organizer
  17. 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. 18. NARRATIVE: • Presents the new information in the form of a story to students.
  19. 19. SKIMMING: • Is done by looking over the new material to gain a basic overview.
  20. 20. Graphic Organizer: • Visuals to set up or outline the new information. This may include pictographs, descriptive patterns, concept patterns, concept maps, Venn diagram.