SUBSUMPTION THEORY

Reported by: Matth N. Erejer

I. Introduction
“ Have you ever wondered how our minds process new information and
connects it to what we already know? ’’ It's like we have an innate ability to connect
new knowledge with what we already know, creating a beautiful tapestry of
understanding. This highlights the complexity of the human mind and its ability to
learn and understand the world around us. The subsumption theory by David
Ausubel provides a framework for understanding how this process works,
emphasizing the importance of meaningful learning and the integration of new
information into existing cognitive structures.

Lessons Objectives:

At the end of the lesson, the students should be able to:

a. Explain Ausubel’s subsumption theory;
b. Determine the uses of graphic organizers; and
c. Use advance graphic organizers for a topic presentation.

II. Motivation

Teacher Students
“Have you lost hope about Yes, ma’am.
something in your life, and you told
your friends about it?’

“If yes, then have you heard these

from them?”

(Words will flash on the screen)

“Kaya mo iton”
“Sus, madara pa gad iton san
napulo nga Amay Namon”
“Ikaw pa”
“Laban la”

These are examples of…

OMTIAVIONT MOTIVATION

Did you know that there are factors

that might affect motivation?

In a classroom setting, there are

three environmental factors that
could affect motivation and you must
discover them through these
pictures.

ACTIVITY 1: 4 PICS 1 WORD

 TEACHER

T R A E C E H A C L

PARENTS

V M A S N T R E A P

CLASSMATES
C A L S S T R E P
S E A T M V O T G

III. Key Concepts

 Subsumption –
 David Ausubel -
 Derivative subsumption–
 Correlative subsumption
 Superordinate learning
 Combinatorial learning
 Advance Organizer
 Expository
 Narrative
 Skimming
 Graphic Organizer

IV. Discussion

THE THREE HUMAN ENVIRONMENTAL FACTORS AFFECTING MOTIVATION

1. Teacher
 Teacher’s Affective Traits
Studies suggest that management and instructional processes are
key to facilitating learning but many interview responses emphasize that
the teacher’s affective characteristics or social and emotional behaviors,
more than pedagogical practice.
Researchers cite the following Affective Characteristics of Effective Teachers
(James H. Stronger, 2002):
a. Caring
  Sympathetic – listening to students not only about life inside the classroom
but more about student’s lives in general.
 Understanding of students’ questions and concerns

 Knowing students individually, their likes and dislikes, and personal

situations affecting behavior and performance.
b. Fairness and Respect
 Treating students as people
 Avoiding the use of ridicule and preventing situations in which students
lose respect in front of their peers.
 Practicing gender, racial, and ethnic fairness
 Providing students with opportunities for them to participate and to
succeed.
c. Social Interactions with Students
 Consistently behaving in a friendly, personal matter while maintaining
professional distance with students
 Interacting productively by giving students responsibility
 Allowing students to participate in decision making.
 Having a sense of humor and is willing to share jokes.
 Willing to participate in class activities and demonstrate a sense of fun.
d. Enthusiasm and Motivation
 Encouraging students to be responsible for their own learning
 Maintain and organize classroom environment.
 Setting high standards
 Assigning appropriate challenges
 Providing reinforcement and encouragement during tasks
e. Attitude toward the teaching profession
 Having dual commitment to personal learning and to students’ learning
anchored on the belief that all students can learn.
 Helping students succeed by using differentiated instructions.
 Working collaboratively with colleagues and other staff
 Serving as an example of a lifelong learner to his/her students and
colleagues.
f. Positive expectations of students
 Striving to make all students feel competent.
 Having high personal teaching efficacy in their belief that they can cause
all students to learn.
 Communicating positive expectations to students, i.e., they will be
successful.
g. Reflective Practice
 Reviewing and thinking on his/her teaching process
 Eliciting feedback from others in the interest of teaching and learning.

2. Classmates
 Bullying and the sense of belongingness
Students form part of the human environment of the learner. In fact,
they outnumber the teachers in the learning environment.
The need to belong is a basic human need. Students who are
accepted by teachers and classmates feel they belong to the class.
Students who feel like they are part of the class look forward to attending
and participating in class. The sense of belongingness enhances their
learning and performance. The prevalence of bullying, however, obstructs
 the creation of a learning community where everyone feels that they
belong. With bullying in schools, the learning environment cannot be safe.
Then by all means, bullying should be eliminated in schools.
Bullying takes on several forms. It can be mild; it can be intense or deeply-

seated and highly violent. Today, safety in schools is being raised all over
the world.
3. Parents
 As part of the learner’s human learning environment

Parents who are supportive of their children’s learning are observed to do the
following:
a. Follow up the status of their children’s performance.
b. Supervise their children in their homework/project.
c. Check their children’s notebooks.
d. Review their children’s corrected seat works and test papers.
e. Are willing to spend money on children’s projects and to get involved in social
activities.
f. Participate actively in school-community projects.
g. Confer with their children’s teacher when necessary.
h. Are aware of their children’s activities in school.
i. Meet the friends of their children.
j. Invite their children’s friend to their home.

Meanwhile, the unsupported parent behaviors are opposite to all those listed.

V. Applications

Teacher Students
(Photos will flash on the screen)

“Will you feel motivated to go to

school knowing that your teacher will No ma’am
scold you once you got the wrong
answer?”

“If it happens that you are

experiencing some sort of bullying in
BSED Mathematics 1, will you still
No ma’am
feel motivated to go to school every
day?”
 “Will you feel good if your parents
scolded you for getting low scores
rather than asking you what’s wrong No ma’am
and telling you that it’s okay and just
do better next time?”

VI. Conclusion

The affective traits of teachers play a crucial role in facilitating effective

learning. Research suggests that teachers' social and emotional behaviors have
a greater impact on students than their pedagogical practices. Effective teachers
exhibit the following affective characteristics: caring, fair and has respect to
students, create social interactions with students while maintaining professional
boundaries, enthusiastic, has good attitude toward teaching profession, has
positive expectations of students, and reflective to own teaching practices.
Classmates play a significant role in a student's learning environment, as
they outnumber teachers and contribute to the sense of belongingness. When
students feel accepted by both teachers and classmates, they develop a sense
of belonging to the class, which positively impacts their engagement and
participation. This sense of belongingness enhances their learning and overall
performance. However, the prevalence of bullying poses a challenge to creating
a safe and inclusive learning community. Bullying can take various forms,
ranging from mild to intense or even violent. Ensuring safety in schools has
become a global concern, emphasizing the need to eliminate bullying and create
a secure learning environment for all students.
Lastly, Supportive parents play a crucial role in their children's learning.
They demonstrate their support by actively engaging in various activities such as
following up on their children's performance, supervising homework and projects,
checking notebooks, reviewing corrected work and test papers, investing in
projects, and participating in social activities. They also actively participate in
school-community projects, communicate with their children's teachers, when
necessary, stay informed about their children's school activities, meet their
children's friends, and invite their children's friends to their home. On the other
hand, unsupported parents exhibit behaviors that are opposite to these
supportive actions.
The interaction between the learner and the teacher, among the learners,
and among the learner, teacher and parents affect the learner’s motivation.
Whether the climate that comes as a by-product of the interactions nurtures or
obstructs learning depends on the quality of these interactions.

VII. References

Human environmental factors affecting motivation. (2019, March 26). [Slide

show]. PPT. https://www.slideshare.net/maryrosedomato/human-
environmental-factors-affecting-motivation-138198189

VIII. Appendices