OBJECTIVES

define who is David Ausubel

discuss the theory of David Ausubel
1. understand the concept of Ausubel’s theory
 INTRODUCTION
Teachers as Students as “passive”
“providers” of receivers of
information. information.
 DAVID PAUL AUSUBEL

He is an American
psychologist and
educator.
Grew up in Brooklyn,
New York
• October 25, 1918 –
July 9, 2008
 “ People acquire
knowledge by being
exposed directly to it
rather than through
discover. ”
 FOCUS OF AUSUBEL’S
THEORY
1.Cognitive Structure
2. is the most important factor influencing learning
is the quantity, clarity, and organization of the
learners present knowledge.
• Present Knowledge – include facts, concepts,
proposition, theories, and raw perceptual data
that the learner has available at any point in time.
2. Advance Organizer
• strengthening student’s cognitive structure by
allowing students to have a bird’s eye view or to see
the big picture of the topic before going to the details.
3. Subsumption
is the primary way of learning.
• during meaningful learning the person “subsumes”
(organizes of incorporates) new knowledge into old
knowledge.
 FOUR PROCESSES FOR MEANINGFUL
LEARNING
1.Derivative Subsumption
• describe the situation in which the new information you learn
is an example of a concepts that you already learned.
Existing knowledge + New knowledge = Learning

2. Correlative Subsumption
• is when you add new details to what you already know, usually
higher order concept.
New material is an extension or elaboration of what is
already known.
3. Superordinate Learning
• you are already familiar with the things but didn’t know the
concept itself until it was taught.
A new concept is learned under which already established
ideas can be subsumed.

4. Combinatorial Learning
• when newly acquired knowledge combine with prior
knowledge to enrich the understanding of both concept.
Learning by Analogy
 ADVANCE ORGANIZER
Major Instructional tool proposed by Ausubel
• Used to present information so that you can better
understand and remember the information you are learning.
• Two Benefits of Advance organizer:
• 1. You will find it easier to connect new information with
what you already know about the topic.
2. You can readily see how the concepts in certain topic are
related to each other.
 TYPES OF ADVANCE ORGANIZER
1. Expository
• Provide students with the meaning and purpose of
what is to follow. To present students with more
detailed information of what they will be learning
especially the information that may be difficult to
understand.
2. Narrative
• Takes the form of a story. Stories can make something
distant or unfamiliar seem personal and familiar. Stories
can stimulate student’s thinking and help them make
personal connection to new information.
3. Skimming
• Previewing the important information that will encounter
later by focusing on and noting what students out in
headings, subheadings, and highlighted information.
4. Graphic Organizer
• Provide students with guidance or what the
important information is an a lesson or unit.
 APPLICATION OF PRINCIPLES
1.The most general ideas of the subject should be
presented first and then progressively differentiated in
terms of detail and specificity.
Progressive Differentiation – to increase the stability and
clarity of anchoring ideas.

2. Instructional materials should attempt to integrate new

material with previously presented information through
comparisons and cross-referencing of new and old ideas.
• By Encouraging discussions about what is being
taught, help students explore and understand how
ideas are connected and asking students to reflect
on their experience. Introduce a lesson and guide
kids on how to think about it and seek feedback by
observing how the class is going and changing up
your teaching methods if you find the interest in
fading.
• References:
• Ausubel, D. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
• Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research,
48, 251-257.
• Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational Psychology: A Cognitive View (2 nd Ed.). New York:
Holt, Rinehart & Winston.