Learning/

Subsumption
Theory
 GROUP 2

STEFFIE XYRA ARMOJEN

Name

VILLAN, CRIZYLE ESTOY,ROGELINE

Name Name
 DAVID AUSUBEL 
He was an American psychologist who did his
undergraduate work at the University of
Pennsylvania (pre-med and psychology).

 
He graduated from medical school at
Middlesex University. Later he earned a Ph.D
in Developmental Psychology at Columbia
University.

He was influenced by the work of Piaget. He served

on the faculty at several universities and retired from
academic life in and began his practice in psychiatry.

He was awarded the Thorndike Award for

"Distinguished Psychological Contributions to
Education" by the American Psychological Association
Armojen, Steffie Xyra 3
 SUBSUMPTION THEORY

 From Ausubel’s perspective, the

meaning of learning is to
subsume is to incorporate new
material into one’s cognitive
structures.

 When information is subsumed

into the leaner’s cognitive
structure it is organized
hierarchically.
Armojen, Steffie Xyra
 4 KEY PRINCIPLES OF
SUBSUMPTION THEORY
1. Learners should be presented with the most general
concepts first, and then their analysis.

2. The instructional materials should include new, as well

as previously acquired information. Comparisons
between new and old concepts are crucial.

3. Existing cognitive structures should not be developed,

but merely recognized within the learner’s memory.

4. The role of the instructor is to bridge the gap between

what’s already known and what is about to learned.
Armojen, Steffie Xyra
 Ausubel’s Subsumption Theory

Meaningful reception of Advance organizer

information

Expository
Learner’s cognitive structure

Narrative
Used of Advance Graphic
Organizer
Graphical

Subsumption
skimming

Armojen, Steffie Xyra

 Meaningful Reception of
information

 According to David Ausubel, knowledge

hierarchically organized, and new information
can be attached/anchored to what is already
known. Once a learner successfully attached
this new information to their existing
knowledge, this is where meaningful reception
of information takes place.

Estoy, Rogeline 7
 Learner’s Cognitve
Structure

The learner’s cognitive structure is the most

important factor influencing learning.
Pertains to the learner’s present knowledge
including facts, concepts, proposition
theories and raw perceptual data that the
learner has available at any point in time.

Estoy, Rogeline
 Use Advance Graphic
Organizer
 Since the learner’s cognitive structure is the
most important factor influencing the
learning this should be strengthen. Ausubel
proposed the use of advance organizer to
allow students to already have a bird’s eye
view or to see “big picture” of the topic to be
learned.

Estoy, Rogeline
 Fonts In this
SUBSUMPTIO
Presentation
N
Whatever the learner’s
This presentation cognitive
template uses structure
the following fonts:
successfully strengthened, acquisition a
retention of new information
Titles: Open Sans is facilitated. This
Headers: Open Sans
process called “ subsumption”
Body Copy: Open Sans in which ne
material is related to relevant ideas in existing
cognitive structure.
You can find these fonts online too.
Happy designing!

Estoy, Rogeline
TYPES OF ADVANCED
ORGANIZERS

Villan, Crzyle
 EXPOSITORY
 Simply describes the new
content or detailed information.

 are often used when the new

learning material is unfamiliar
to the learner.
Villan, Crzyle
NARRATIVE   Before beginning
a unit about the
  Presentsnew experience of
information in migrant to the
the format of a united states the
story. teacher tell a
story of his/her
ancestors who
immigrated from
a different
country.Villan, Crzyle
 GRAPHICAL

 are used as a method of

presenting information in the
visual realm.
 pictographs, descriptive patterns,
concept patterns, diagrams etc.

Villan, Crzyle
 SKIMMING
 is when the teacher
provides the learners with
the opportunity to skim
over the information that
is about to be introduced,
focusing on highlighted
information.

Villan, Crzyle
It's so lovely
to meet all
of you!
Thank you for listening.