meaningful learning theory
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Presented to Mam Ummara Saher
Presented byMuhammad Mohsin
Ayyaz2014-1054
TopicMeaningful learning
theory
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Content
History Meaningful learning theory Cone!t of theory "roess of meaningful learning
"rini!als of Ausu#al$smeaningful ree!tion learning
Ad%ane organizer
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Biography
&a%id Ausu#el 'as an Amerian!syhologist
(orn on )to#er 25* 1+1,&ied .uly + 200,
/re' u! in (roolyn ne' yor nuened #y 'or of !iaget n 1+3*retired from aademi life in 1+3* he reei%ed 6horndie
a'ard from Amerian !syhologyassoiation for &istinguished!syhologial Contri#ution to7duation
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Ho' to 8earn large amount ofmeaningful learning
8ining the ne' information inthe learner$s o'n ogniti%e
struture8earning is #ased on 9
:e!resentational Su!erordinateCom#inational
Su#sum!tion;no'ledge is hiraehialystruture
&isourage rote learning:ee!tion rather then diso%ery
learning
Meaningful learningtheory
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Basic concept of
theory Clarity
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Process of MeaningfulLearning Theory
1 &eri%ati%e su#sum!tion2 Correlati%e su#sum!tion
Su!erordinate learning4 Com#inational learning
Ausu#al !ro!osed four !roess #y'hih meaningful learning our9
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Derivative
subsumption &esri#e the situation in 'hihthe ne' information you learnin e=am!le of a one!t thatyou already no'
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Correlativesubsumption
Higher le%el one!t of thining
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Superordinate
learning>ou are already familiar a lot ofe=am!le
&idn$t no' the one!t itself untilit taught
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Combinational learning
?e' idea is deri%ed from anotheridea that is omes from his!re%ious no'ledge
8earning #y analogy
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Principal of Ausubals
meaningful learning theory@ithin a lassroom setting inlude"resented 'ith the most general
one!t rst* and then their analysis
?e' material 'ith !re%iously !resentedmaterial through om!arison andross- referening of ne' and oldideas
Ad%ane organizerUse num#er of e=am!les 'hih fous
on similarities and diBerenes&isourage rote learning of material@hat the learner already no'
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Advance organier
"resented an o%er%ie' of theinformation to #e o%ered in detailConnet ne' information 'hat you
already no'Ho' one!t are related to eah
otherCogniti%e roadma!Advance organier can bedivided
7=!ository organizers ?arrati%e organizers Com!arati%e organizer Simming organizers /ra!hi organizers
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!"pository organier
6o e=!lain or inform&esri#e the ne' ontent nformation is diult to
understandMore a#strat
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#arrative organier
"resent ne' information in the form ofstory
Stimulate student for thining "ersonal onnetion to ne' information
S$immingorganier Dous on highlighted information "re%ie' the information to
determine 'hat is im!ortant )utline of ontent
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Comparative organier
Damiliar no'ledgeCom!are 'ith !rior no'ledge7m!hasizing on similarities and
diBerenes
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%raphicorganierEisually !resent the information"ro%ide diretionUnderstand relationshi! inludes9 &esri!ti%e !attern* Eenn
diagram * ause and eBet!attern * story ma!
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David Ausubel deductivelearning
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&hy use advance
organier 'Com!rehensi%e idea at the #eginningof lessonAs an a!!etizerHo' one!t are related7nhane retention nformation sa%ed in long term
memoryStudent !re!are for lassAd%ane organizer doesn$t lengthy or
om!le=
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