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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