S.t.l powerpoint

Group Members:

Shanae Wilmot

Terri-Ann Tucker

Shemonon Stone

Subsumption TheorybyDavid P. Ausubel

About Ausubel David P. Ausubel 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 PhD 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 1973 and began his

practice in psychiatry.

Ausubel Dr. Ausubel published several textbooks in developmental

and educational psychology, and more than 150 journal

articles. He was awarded the Thorndike Award for

"Distinguished Psychological Contributions to Education"

by the American Psychological Association (1976).

Subsumpmtion Theory Ausubel’s theory is concerned with how individuals learn

large amounts of meaningful information from verbal or

textual presentations in a school setting. According to

Ausubel, learning is based upon the kinds of super-

ordinate, representational and combination processes that

occur during the reception of information.

Theory A primary process in learning is subsumption in which

new materials is related to relevant ideas in the existing

cognitive structure on a substantive, non-verbatim basis.

Cognitive structures represent the residue of all learning

experiences; forgetting occurs because certain details get

integrated and lose their individual identity.

Main Tenets Subordinate Learing

Superordinate Learning

Combinatorial Learning

Subordinate Learning Two Types of Subordinate Learning.

In derivative subsumption, new information is linked to

superordinate idea A and represents another case or

extension of A. The critical attributes of the concept A are

not changed, but new examples are recognized as

relevant.

Subordinate Learning In correlative subsumption, new information y is linked to

idea X, but is an extension, modification, or qualification

of X. The critical attributes of the subsuming concept may

be extended or modified with the new correlative

subsumption.

Combinatorial Learning In combinatorial learning new idea A is seen as related to

existing ideas B, C, and D but is neither more inclusive

nor more specific than ideas B, C, and D. In this case, new

idea A is seen to have some criteria attributes are common

with pre-existing ideas.

Superordinate Learning In superordinate learning, established ideas a1, a2,

and a3 are recognized as more specific examples of new

idea A and become linked to A. Superordinate idea A is

defined by a new set of critical attributes that encompass

the subordinate ideas.

Subsumtion Learning in the Classroom This method is explored by the theorist where it states

that explaining or introducing new knowledge can be thought by making comparisons or helping students to recognize similarities with the aim to help the student to clearly understand what is being taught.

Subsumtion Learning in the Classroom Example; The study of plant reproduction and the

human reproductive system, while the human reproductive system can be related to and easily understood, depending on the grade and age, a child may have difficulties grasping the process of the flower.

Therefore to explain this, discuss the similarities and differences between the two so that subsuming new information may be easier or do a quick recap of the lesson to familiarise the students with the vocabulary.

Subsumtion Learning in the Classroom Another way this theory can be used in the classroom

is by allowing students to answer questions and make their own observation after the lesson is thought. This tenet of the theory is super ordinate learning.

Super ordinate theory is explained as, a child being able to give examples but does not know the on point answer to the question asked. Yet still they give examples or explanation about the content which is somewhat correct.

Influence of the theory on student centered approach This theory gives students the chance to express his or

her opinion as it relates to the topic that is being covered.

The theory speaks about advances organizers, this is where students are given time to adequately prepare so that the cognitive structure can be made to subsume new information.

Reference http://www.lifecircles-

inc.com/Learningtheories/constructivism/ausubel.html

https://principlesoflearning.wordpress.com/dissertation/chapter-3-literature-review-2/the-cognitive-perspective/subsumption-theory-david-p-ausubel-1962/