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    David Ausubel's Subsumption Theory

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    Dillan Nugent
    David Ausubel introduced the Subsumption Theory in 1963, which proposes that learning is most effective when new information is connected to what is already known. According to the theory, learners incorporate new concepts by relating them to existing ideas in their minds rather than building entirely new structures. Only unique details that stand out are committed to memory. The presentation will discuss how the Subsumption Theory is relevant to managing a classroom by leading with key ideas, encouraging application of prior knowledge, and promoting meaningful learning.

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    David Ausubel's Subsumption Theory

    Uploaded by

    Dillan Nugent
    375 views11 pages
    David Ausubel introduced the Subsumption Theory in 1963, which proposes that learning is most effective when new information is connected to what is already known. According to the theory, learners incorporate new concepts by relating them to existing ideas in their minds rather than building entirely new structures. Only unique details that stand out are committed to memory. The presentation will discuss how the Subsumption Theory is relevant to managing a classroom by leading with key ideas, encouraging application of prior knowledge, and promoting meaningful learning.

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    DAVID AUSUBEL’S SUBSUMPTION THEORY

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    David Ausubel introduced the Subsumption Theory in 1963, which proposes that learning is most effective when new information is connected to what is already known. According to the theory, learners incorporate new concepts by relating them to existing ideas in their minds rather than building entirely new structures. Only unique details that stand out are committed to memory. The presentation will discuss how the Subsumption Theory is relevant to managing a classroom by leading with key ideas, encouraging application of prior knowledge, and promoting meaningful learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    375 views11 pages

    David Ausubel's Subsumption Theory

    Uploaded by

    Dillan Nugent
    David Ausubel introduced the Subsumption Theory in 1963, which proposes that learning is most effective when new information is connected to what is already known. According to the theory, learners incorporate new concepts by relating them to existing ideas in their minds rather than building entirely new structures. Only unique details that stand out are committed to memory. The presentation will discuss how the Subsumption Theory is relevant to managing a classroom by leading with key ideas, encouraging application of prior knowledge, and promoting meaningful learning.

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    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

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