Good day everyone, I am Christine Lina Agdepa presenting the last assigned topic which entitled Ausubel's Meaningful Verbal Learning or also called as Subsumption Theory. Let us know how Ausubel came up with his theory. So, this theory was all started in an argument in which, according to Ausubel, many educational psychology theories often criticize the expository or representational manner of teaching. They say that teachers assume such a major role in learning as providers of information while students remain as passive receivers of information.
And so, because of that, instead of criticizing this manner of teaching, Asabao proposed ways of improving it. And this is by suggesting the use of advanced organizers, which is a tool that he believes students can no longer be a passive learner during the discussion. Also, Asobel's ideas are contained in his theory of meaningful verbal learning.
This supported the theory that students form and organize knowledge by themselves. It emphasized the importance of verbal learning or language-related learning, which he considered to be very effective for learners ranging from 11 or 12 years old and above. So, according to Asobel, his theory is obviously effective to grades 6 or 7 and above students.
Also, students gradually learn to associate new knowledge with existing concepts in their mental structures. He also suggested that to ensure meaningful teaching, it is necessary to avoid rote memorizing of facts, wherein students should need to manipulate ideas actively. It is because when we train our students to just memorize all the information to them, we are not teaching them how to think.
So, there is a tendency that they forget the new information that we are teaching them since they are just memorizing it. They are not internalizing the information given to them. So, as a result, their learnings are not meaningful and this leads them into a poor problem-solving skill. And as you can see, this graphic organizer will be the outline or will be the flow of the whole discussion about Ausible's ideas. of his subsumption theory.
So we will be tackling all this later. But before we go through the discussion, let me introduce first the one who made this theory. David Paul Osebel is an American psychologist and educator who was born in Brooklyn, New York in October 25, 1918 and died July 9, 2008. He went to the University of Pennsylvania to get his bachelor degree in psychology for pre-med. and he graduated from medical school at Middlesex University and later he earned his PhD in developmental psychology from Columbia University in 1950. He also served as a faculty in several universities and retired from the academic work in 1973 and then he started to practice psychiatry.
His most significant contribution to the field of educational psychology Cognitive Science and Science Education Learning was on the development and research on advanced organizers. And, Asebal was influenced by the teachings of Janpe Jai, which is similar to his ideas of conceptual schemes. Asebal related this to his explanation of how people acquire knowledge.
His work also showed commonalities with JASAL theories and those that involve schema as a central principle and also with Brunner's spiral learning model. So like what I have said earlier in the previous slide, Osebok was mainly concerned in his theory of learning with how people acquire knowledge. He pointed out that people acquire knowledge primarily by being exposed directly to it rather than through discovery.
In other words, he believed that an understanding of concepts, principles, and ideas can be achieved through deductive reasoning. So the main theme or the central idea of this theory is that knowledge is hierarchically organized, that new information can be attached or anchored to what is already known. And once the learners successfully attach this new information to their existing knowledge, this is where meaningful reception of information takes place. This theory also concerns with how individuals learn large amounts of meaningful materials from verbal or textual presentations in a school setting.
So this is how the meaningful reception of information takes place to every learner according to Asobel. Now, let's proceed to the focus of Asobel's theory. So the first one is the cognitive structure.
The most important factor influencing learning is the quantity, clarity, and organization of the learner's present knowledge. This present knowledge consists of facts, concepts, propositions, theories, and raw perceptual data that learner has available to him or her at any point in time. So...
Yung present knowledge na sinasabi dito is yung knowledge na nadadala na natin naturally even sa ating paglaki. Yung knowledge na naa-acquire na pala natin without even noticing it. And the second one is the focus on advanced organizers.
Since the learner's cognitive structure is the most important factor influencing learning, this should be strengthened. And Asabel proposed the use of advanced organizers to allow... students to already have a bird's eye view or to see the big picture of the topic they've learned.
So as a teacher, it is better to give your new insights and knowledge about a particular topic or magbibigay ka ng hint or pahapyaw about sa topic na ituturo mo. In doing so, you can make your students active and participative and mas hahaba pa yung communication between you and your students during the discussion because They all have the idea or knowledge in the topic you are about to teach. And the third one is the subsumption.
So what is subsumption? For Osebel, he believed that subsumption is the primary way of learning. During meaningful learning, the person subsumes, organizes, or incorporates new knowledge into old knowledge. Our mind has a way to subsume information in a hierarchical or categorical manner. if the new information is linked or incorporated with prior knowledge or familiar patterns.
Discuss prior knowledge first rather than new information to help information subsume. Advanced organizers provide concepts and principles to the students directly in an organized format. So the strategy of advanced organizers basically means to classify, categorize, or arrange information as you proceed or advance to the next complex level.
So our knowledge or our old knowledge or existing knowledge about a particular object helps subsumes new knowledge. So if we already have our knowledge or what we call old knowledge about a particular thing, we can easily subsume or incorporate that into our new information and create our own concepts into our new knowledge. And by that we are thinking meaningfully.
So there's a lot of purpose that Asebald's theory gives us. It helps introduce a new lesson, unit or course. It helps summarize major ideas in new lesson or unit. It is based on students prior knowledge.
It shows similarities between old material and new material. It allows students to transfer or apply knowledge. It provides for structure for new information and it helps teach complex material that is similar to information learned previously. So in order to better understand about meaningful learning, Ostable proposed four processes by which meaningful learning can occur. So the first one is the derivative subsumption followed by correlative subsumption.
superordinate learning and combinatorial learning so the first one is the derivative subsumption derivative subsumption describes the situation in which the new information you learn is an example of a concept that you have already learned so what is this so for example suppose you are acquainted to the concept of a fruit that it is juicy crunchy soft and sweet so Kapag nakakita or kapag nakarinig ka about the fruit, iisipin mo agad na juicy, matamis, malambot, or anything that describes the concept of fruit. And that concept you already knew is your existing knowledge or yung old knowledge mo about sa fruit. Now suppose you encountered another kind of fruit. Let's say an exotic fruit. Since exotic siya, you are not familiar with this.
For example, a persimmon fruit you are you're not familiar with this but you already know that this is also a fruit because it follows your existing knowledge of fruit and that is your new knowledge so your new knowledge then about the persimmon fruit is attached to your concept of fruit your previous concept of fruit without altering that concept in any way and that is what you call learning so in other words if you combine or add your existing knowledge and your new knowledge it will form learning and that what um and that's how derivative subtraction occurs another one is correlative substanction so it is when you add new details to what you already know and it is usually a higher order concept. For example, using the same example of the first one, suppose you are now acquainted with the concept of fruit but when you encounter the nutritious contents of a fruit like for example its dietary fiber and vitamins that it contains. In order to accommodate this new information, you have to alter or extend your concept of the fruit to your previous concept of that fruit. So, kung sa derivative subsumption, it only describes your basic knowledge about the truth, here in correlative subsumption, you are creating higher-order concepts using your basic knowledge. Mas pinapalawak or mas in-extend mo pa lalo yung thinking strategies mo to understand things better.
So, you can say that this is more valuable than derivative subsumption since it enriches the higher level concept. So a new material is an extension or elaboration of what is already known. Another one is the superordinate learning.
You are already familiar with the things but you didn't know the concept itself until it was taught. So for example, imagine that you were well familiar with fruits, dairies, vegetables, greens, and meats but you didn't know what are those things. until you were taught that these were all kinds of healthy diet foods.
In this case, you already knew a lot of examples of the concept, but you did not know the concept itself until it was taught to you. So in this case, alam mo lang kung anong tawag sa kanila, pero hindi mo alam kung ano yung concept about sa kanila until it was taught to you. And a new concept is learned under which already established Ideas can be subsumed.
And the last one is the combinatorial learning. So it happens when the newly acquired knowledge combined with prior knowledge to enrich the understanding of both concepts. So for example, to teach someone about how humans get energized throughout the day, suppose he or she acquired the knowledge that because of gasoline, the car can be able to move and oxygen fuels a car. and using that previous acquired knowledge you can relate that on his or her new knowledge.
This is because their concepts are both related to each other and you could think of this as learning by analogy. So here going back to advanced organizer, Osebel proposed the helpful uses of this as a representation of facts of the lesson. So an advanced organizer is a major instructional tool proposed by us about it is used to present information so that you can better understand and remember the information you are learning and it also used to introduce the topic of the lesson and to illustrate the relationship between what you are about to learn and the information you have already learned so advanced organizers are what we usually call as graphic organizers these are the things that teachers usually use to explain and to let the students to know more about a certain topic.
So an advanced organizer gives us two benefits. First is you will find it easier to connect new information with what you already know about the topic. The second one is you can readily see how the concepts in a certain topic are related to each other. Note that An advanced organizer is not a summary or review of a previous lesson.
It also doesn't provide a structure for the current lesson. Instead, it provides a structure for student thinking. It acts as a conceptual bridge from the old information to the new information.
A student's existing knowledge about a concept is the most important factor in whether new material will be meaningful and how well it can be learned and retained. Now let us proceed to the types of advanced organizers. The first in the line is the Expository. An expository advanced organizer may simply provide students with the meaning and purpose of what is to follow.
On the other hand, an expository organizer may present students with more detailed information of what they will be learning, especially the information that may be difficult to understand. So, an expository describes a new content. This is where the topic is being exposed or introduced to the learners.
Here, in the example, instead of asking them what are the different parts of a mitochondrion, you, as a teacher, you expose the topic to them. And the next one is narrative. So, a narrative advanced organizer takes the form of a story.
Here, the teacher provides the essential ideas of a lesson or unit he or she plans to teach. by telling a story that incorporates the ideas. Stories can make something distant or unfamiliar seem personal and familiar.
Stories can stimulate students'thinking and help them make personal connections to new information. For example, before beginning a unit about the experience of immigrant groups who moved to the United States, the teacher tells a story of his or her ancestors who migrated from a different country. So by using narration or storytelling in teaching, as a teacher, you are engaging your students and caught their attention during the discussion because they are able to relate on the new information you are teaching to them.
Kasi binibase mo yung sinasabi mo, yung kunukwento mo sa sarili mo. Binibase mo in true to life. Binibase mo sa totoong buhay.
So yung mga estudyante mo is nakaka-relate. sa tinuturo mo and by that mas nagiging participative sila and alam nila yung ituturo mo na. The next one is scheming.
So when a teacher asks students to scheme learning materials, he or she provides them with the opportunity to preview the important information that we'll encounter later by focusing on and noting what stands out. out in headings, subheadings, and highlighted information. So as an example to this, when beginning a new lesson, give your students 60 seconds to scheme an article or a word problem, paying close attention to headings, subheadings, and the first sentence of each paragraph. So this will help students become aware of what information they will be learning when they read the article more carefully. So in scheming, You are doing a selective reading method in which you are just focused only on the main ideas of a text.
And the last one is a graphic organizer. A graphic organizer also provides students with guidance on what the important information is in a lesson or unit. They visually represent information of what students are about to learn.
They give students direction and also provide a visual representing of the important information. and it is easy to see what is important and the relationships between the concepts. So, some examples of graphic organizers are T-chart, sequence chart, band diagram, concept map, and main idea web. So, actually there are many examples of graphic organizers, but I only cite some of this. Now, let's move to the application of principles of Ausible's theory.
The first one is that the most general ideas of the subject should be presented first and then progressively differentiated in terms of detail and specificity. Osebel called this as progressive differentiation. So according to him, the purpose of progressive differentiation is to increase the stability and clarity of anchoring ideas. So the basic idea here is that if you are teaching three related topics, three different related topics, A, B, and C, rather than teaching all topics A, then B, and C, you would take a spiral approach.
That is, in your first pass through the material, you would teach the big ideas in all three topics. Then, on a successive process, you would begin to elaborate the details. The second one is that instructional materials should attempt to integrate new materials with previously presented information through comparisons.
and cross-referencing of new and old ideas. So, in conclusion or a review to the theory, Ostebaugh is concerned with how individuals learn large amounts of meaningful material from verbal or textual like, for example, lecture or books, presentations in a school setting, as opposed to theories developed based on experimental settings. It also suggested that our mind has a way to subsume information in a hierarchical or categorical manner if the information is leaked.
are incorporated with prior knowledge or familiar patterns. The purpose of this theory is to help the learners introduce and summarize major ideas in a new lesson, unit, or a course. Therefore, learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the presentation of information.
So going back to this graphic organizer, it also summarizes the overall ideas and concepts of Ausubel about his meaningful verbal learning. This theory is sometimes called the assimilation theory of Jan Piaje, because what I have said earlier, Ausubel's idea is based on Jan Piaje's genetic epistemology and focuses on the assimilation hypothesis, which assumes that new learning experiences are always integrated into pre-existing knowledge structures. So the assimilation theory of learning states that new information is subsumed or incorporated into an anchoring structure that is already present in the student. So I will end this report with this quotation from the man who made this meaningful theory. The most important single factor influencing learning is what the learner already knows.
And that's all for my report about the meaningful full verbal learning or subsumption theory of David Paul Ossibel. We hope that you learned a lot from us. Again, thank you for listening and God bless us all.