David Ausubel developed the theory of meaningful learning which posits that learning occurs best when new information is related to what the learner already knows through the processes of subsumption, derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. According to Ausubel, meaningful learning involves incorporating new concepts and propositions into existing cognitive frameworks using techniques like advance organizers to highlight relationships between new and existing knowledge.
Existential approach: psychiatric nursing (Carl Rogers)Celente French
1. Analysis of assumptions and approaches within the psycho-analytical approach.
2. Relating this theoretical framework in advanced psychiatric nursing science by arguing how this theory influences advanced psychiatric nursing science.
3. Identification of concepts and relevant terminology in psychiatric nursing science and synthesizing these concepts in order to develop a conceptual framework for advanced psychiatric nursing.
It contains information about education 8 that you will be able to use for your reporting. And also will increase your knowledge about this report report that are related to your report.nfjdjsnskkdid if ndbdjeisnsns sjaiwjamaoisbd f fjdidksnwieubrf fbdjsksmsoid f fhdisnsksiehd. Fbdjskakwidbf f djskjsnshfufhd d sjskwkosishfbfbd d jdksnsbsjsjsbdisnsnd. D skamakaushd d d skma.smaoanans s.s.s skkss. Djsiwmslxhxufbbdkskamskxifndksosmsbxuc. Fbdid dud d jsnw dkc aka kOahejw wmwlsown dndid djd. Dneiwmwowms s ebiebdid dbwiwowm d dbdjsbdjdnwkwow e d jdndndksiw e. F f f d d djsnsks s akak sbsia a ak absia a d sjjw dic soandjskns wjoqns d djskbsis djosoand cjdisnsksnd .
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. The theory of meaningful
learning
Presenter:
Ma. Sonia Calderon Cruz
2.
3. David P. Ausubel was born in 1918
Grew up in Brooklyn, NY
Attended the University of Pennsylvania, taking
the pre-medical course and majoring in
Psychology
In 1973 he retired from academic life to devote full time to his
psychiatric practice
In 1976 he received the Thorndike Award from the American
Psychological Association for "Distinguished Psychological
Contributions to Education".
4. Introduction
-Supported the theory that pupils form & organise
knowledge by themselves
-Emphasized the importance of verbal learning /
language-related learning which he consider to be very
effective for pupils of the age 11 or 12 & above
5. -Pupils gradually learn to associate new knowledge with
existing concepts in their mental structures
-To ensure meaningful teaching, necessary to avoid rote
memorising of facts. Pupils need to manipulate ideas
actively
6. Advance Organizer
-Presents an overview of the information to be
covered in detail during the exposition that follows
-Can be classified : exposition or comparison type
7. Advance Organizer of the
Exposition Type
-While presenting new material
-Use beginning of lesson
-Presents several encompassing generalizations
where detailed contents will be added later
8. Advance Organizer of the Comparison
Type
-Useful when the knowledge to be presented is new
to pupils
-Compares new material with knowledge already
known by emphasising the similarities between 2
types of material & showing the information that
is to be learnt
-Ausubel’s teaching approach is deductive in nature
9. Step 3:The teacher presents
examples
Step 4:The pupils study
specific examples
ADVANCE ORGANIZER
GENERAL
SPECIFIC
Step 2:The teacher explains
important terms
Step 1:The teacher presents
general statement or
abstraction of lesson
Deductive Teaching Model: Advance Organizer as the basis
of the lesson
11. Meaningful
Reception Learning
Theory
Meaningful
Reception Learning
Theory
A concerned with how students
learn large amounts of
meaningful material from
verbal/textual presentations in
a learning activities
Learning is based on the
representational,
superordinate and
combinatorial processes that
occur during the reception of
information.
A primary process in learning is
subsumption in which new
material is related to relevant
ideas in the existing cognitive
structure on a non-verbatim
basis (previous knowledge)
Meaningful learning results
when new information is
acquired by linking the new
information in the learner's own
cognitive structure
12.
13. The processes of meaningful
learning
Ausubel proposed four processes by which
meaningful learning can occur :
Derivative subsumption
Correlative subsumption
Superordinate learning
Combinatorial learning
14. Derivative subsumption
• Describes the situation in which the new information pupils learn is
an instance or example of a concept that pupils have already learned
Example (Stage 1) :
PREVIOUS KNOWLEDGE : Let's suppose Ali have
acquired a basic concept such as "tree” – have green
leave, branch, fruits
Ali learn about a kind of tree that he have
never seen before “persimmon tree” - conforms
to his previous understanding of “tree’’
His new knowledge of persimmon trees is
attached to the concept of tree, without
substantially altering that concept in any way
15. Correlative subsumption
more "valuable" learning than that of derivative subsumption,
since it enriches the higher-level concept
Example (Stage 2) :
•Now, let's suppose Ali encounter a new
kind of tree that has red leaves, rather than
green
• Accommodate this new information Ali
have to alter or extend your concept of
“tree’’ to include the possibility of red leaves
16. Superordinate learning
In this case, you already knew a lot of examples of the concept,
but you did not know the concept itself until it was taught to
pupils.
Example (Stage 3) :
• Ali was well acquainted with maples, oaks,
apple trees etc., but pupils still did not know,
until they were taught that these were all
examples of deciduous trees
17. Combinatorial learning
• It describes a process by which the new idea is derived from another
idea that is comes from his previous knowledge (in a different, but
related, "branch")
• Students could think of this as learning by analogy
Example (Stage 3) :
•Ali learn about modification on the plants
part, Ali might relate it to previously acquired
knowledge of how papyrus tree used to
produce paper
18. • General ideas of a subject (general statement):
– Must be presented first
– then progressively differentiated in terms of detail and
specificity.
• Instructional materials :
– should attempt to integrate new material with previously
presented information
– Using comparisons and cross-referencing of new and
old ideas.
Principles of Ausubel's
Meaningful Reception
Learning Theory within a
classroom setting
Principles of Ausubel's
Meaningful Reception
Learning Theory within a
classroom setting
19. • Advance organizers :
– Instructors should incorporate advance organizers
when teaching a new concept
• Examples :
– Instructors should use a number of examples and focus
on both similarities and differences.
Principles of Ausubel's
Meaningful Reception
Learning Theory within a
classroom setting
Principles of Ausubel's
Meaningful Reception
Learning Theory within a
classroom setting
20. The most important single factor
influencing learning is what the
learner already knows..