This document discusses David Ausubel's theory of meaningful verbal learning and advance organizers. It provides three key points: 1. David Ausubel developed the theory of meaningful verbal learning and advance organizers, which focuses on how knowledge is organized and how the mind processes new information. 2. An advance organizer presents abstract and general information before a learning task to facilitate the assimilation of new knowledge. It establishes a cognitive framework to anchor and clarify new concepts. 3. Using advance organizers can improve conceptual structures and meaningful assimilation of ideas. It also nurtures interests in inquiry and habits of precise thinking.

1. Madhavi Dharankar
dharankar.madhavi@yahoo.com

2. David
Ausubel
(1918- 2008)
Meaningful
Verbal
Learning

3.  Developer: David Ausubel
How knowledge is How the mind works to process
organised (curriculum) new information
How teachers can make use of these ideas
Progressive Differentiation Integrative Reconciliation
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4.  AO is NOT
 A part of the content / of the teaching material
 A summary of the teaching material
 AO is wider in scope and is more abstract
 AO comes right in the beginning of a lesson
 Two ends of AO
 Previous Knowledge of the learner
 New knowledge to be acquired

5. Types of Advance Organisers
Expository Comparative
Generalization
Analogy
Concept,
Definition
Comparison
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6. 1. Presentation of Advanced Organiser
• Clarify aims of the lesson
• Present Advanced Organiser
• Prompt awareness of relevant knowledge
1. Presentation of Learning Material
• Make organisation explicit
• Make logical order of learning material explicit
• Present material logically
1. Strengthening Cognitive Organisation
• Use principles of integrative reconciliation
• Promote active reception
• Elicit critical approach
• Clarify
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7.  General
 Highly structured
 Active collaboration between teacher and leaner
 Specific
 Phase 1 and 2: Main Role of the Teacher
 Phase 3: Teacher and Student are at the same level

8.  General
 Negotiation of meaning
 Responsibility of connecting organiser and material
 Specific
 Teacher
 To solve doubts of the students
 To help in identifying the similarities and diffferences
between the old and the new knowledge
 Student
 To get the doubts clarified

9.  Data- rich
 Well- organised Material
 Possible Options: Pictures, Films, Charts,
Models, Concept Maps, etc

10.  Instructional Effects
 Conceptual structures
 Meaningful assimilation of information and ideas
 Nurturant Effects
 Interest in inquiry
 Habits of precise thinking
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11. Geometrical Figures
Single Dimension 2D 3D
Ray Line Open Closed Cone Sphere
Rectangular
Plane Angle Triangle Quadrilateral Cube Parallelepiped
Arc Pentagon Circle Prism Pyramid
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12.  Interactive Model
 Usage of Deductive approach
 Brings out importance of even not-so-popular
method like Lecturing
 Usage of examples and explanations to a
greater extent