OUR PRESENTATION ON

DAVID AUSUBEL’S
SUBSUMPTION THEORY
ANNIE GILMORE/ SW18172424
RAMON SMITH/ SW18173252
OVERVIEW OF MY
THEORY
 THE SUBSUMPTION THEORY

David Ausubel, a noted American psychologist who

specialized in education and learning behaviors, introduced
the Subsumption Theory back in 1963. It centers on the idea
that learners can more effectively acquire new knowledge if it
is tied to their existing knowledge base, and that only unique
information that stands out within the lesson is committed to
memory.
 CONTINUATION

According to Ausubel’s Subsumption Theory, a learner

absorbs new information by tying it to existing
concepts and ideas that they have already acquired.
Rather than building an entirely new cognitive
structure, they are able to relate it to information that is
already present within their minds.
 CONTINUATION

When an idea is forgotten, it is simply because the

specific details and associated thoughts get lost in the
crowd and can no longer be differentiated from other
pieces of information. Based upon this theory,
meaningful learning can only occur once the subsumed
cognitive structures have been fully developed.
(Papsas, 2015)
 TYPES OF SUBSUMPTION

Correlative
A learner collects new information that extends from their existing
knowledge base or elaborates upon previously acquired information.
Derivative
A learner derives new information directly from their cognitive
structures, or identifies relationships between concepts within their
existing knowledge base. This can be achieved in a variety of ways, from
shifting information around in the hierarchal structure to linking ideas
together to create new meanings.
(Papsas, 2015)
THREE REASONS WHY
MY THEORY IS
RELEVANT TO MANAGE
MR.CAMPBELL’S
CLASSROOM
Lead off the key takeaways

Encourage learners to apply previously acquired knowledge

Make it meaningful

(Papsas, 2015)
 AN
IMPLICATION
OF MY THEORY
 IMPLICATION

Developing thinking skills in students requires specific

instruction and practice rather than application. Teachers should
address analysis, evaluation and synthesis using advance
organizers that encourage students to operate at higher levels of
abstraction. Strengthening cognitive structures helps students
retain information longer, and subsumptions provide students
with basic structures on which to build new concepts.
(Thapa, 2009)
 REFERENCES

Papsas, C. (2015). Applying Ausubel’s subsumption theory in eLearning.

Retrieved from: https://www.talentlms.com/applying-the-subsumption-
theory-in-elearning/
Thapa, S. (2009). Ausubel's strategy for meaningful verbal learning and its
classroom implication. Retrieved from:
http://mfoshivathapa.blogspot.com/2009/12/ausubels-strategy-for- meaningful-
verbal.html