Beruflich Dokumente
Kultur Dokumente
Module
12:
AUSUBELS
SUBSUMPTION THEORY
MEANINGFUL
VERBAL
LEARNING/
Learners Cognitive
Structure
Use of advance
Graphic Organizer
Derivative
Subsumption
Expository
Correlative
Subsumption
Narrative
Superordinate
Leaning
Subsumption
Advance Organizers
Combinatorial
Learning
Skimming
Graphic Organizer
Abstraction/Generalization:
The main theme of Ausubels theory is that knowledge is hierarchically
organized; the new information is meaningful to the extent that it can be
related to what is already know.
Focus of Ausubels theory
1. The most important factor influencing learning is the quantity, clarity
and organization of the learners present knowledge.
2. Meaningful learning takes place when an idea to be learned is related
in some sensible way to ideas that the learner already possesses.
5 - minute essay:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Abstraction/Generalization:
Gagnes theory deals with all aspects of learning. However, the focus
of the theory is on the intellectual skills. The theory has been utilized to
design instruction in all domains.
Gagnes Principles:
1. Different instruction is required for different learning outcomes.
2. Learning hierarchies define what intellectual skills are to be learned
and a sequence of instruction.
3. Events of learning operate on the learner in ways that constitute the
conditions of learning. It includes the nine instructional events and
corresponding cognitive process.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Category of
Learning
Verbal information
Conditions of learning
1 Draw attention to distinctive features by
variations in print or speech
2. Present information so that it can be
made into chunks
3. Provide a meaningful context for
effective encoding of information.
4. Provide cues for effective recall and
generalization of information.
Intellectual Skills:
Discriminations,
Concrete conecpts,
Defined concepts,
Discriminations: Distinguishing
objects, features or symbols.
Synapse:
Discuss how Gagnes events of learning can help one to be an effective
teacher.
This is simply an instruction for a future teacher to know the steps from
relaying the information or topic that he discussed to produce an idea
needed by the students in order to attain his goal. This kind of concept is
useful enough for him to be guided which needs to start first and which
needs to be done in the end. Teacher should be particular with the
instruction and procedure, in this theory, it teaches the teacher to develop
such idea. Therefore, through having this kind of concept, future teacher
leads to produce successful learners with critical knowledge, improved the
observance skills and quantify the ability of the learners in the scope of the
given objectives.
Module
14:
CONSTRUCTIVISM:
CONECPT LEARNING
KNOWLEDGE
CONSTRUCTION/
Application:
Think of
constructivism.
topic
related
Constructivist Application
to
your
field
of
specialization.
Apply
Provide
opportunities
experimentation
for
Types of Transfer
Activity:
Discuss this: Will a skilled typist find it difficult to use the computer keyboard when
s/he encodes?
The ans wer is no. Why? Basically, from the description given above,
skilled typist so when we use such terms to describe a person, therefore, he/she is
considered to be the best in his/her are of expertise. In the case of using the
keyboard, such person cant find any difficulty at all because he/she learned and
mastered it already. The acquisition of knowledge based on his/ her experiences and
practices result to the assurance that he/she is expert on it.
Abstraction/ Generalization:
Transfer of learning happens when learning in one context or with one
set of materials affects performance in another context or with other related
materials.
Types of Transfer
1. Positive Transfer. Occurs when learning in one context improves
performance in some other context.
2. Negative Transfer. Occurs when learning in one context impacts negatively
on performance in another.
3. Near Transfer. Refers to transfer between very similar contexts.
4. Far Transfer. Refers to transfer between contexts that on appearance, seem
remote and alien to one another.
5-minute essay
Module 16: FACILITATING LEARNING AND BLOOMS TAXONOMY OF
OBJECTIVES
Take the challenge!
In this module, challenge yourself to:
o Differentiate the different levels of Blooms taxonomy.
o Formulate objectives reflecting the levels of the taxonomy.
o Write high level questions reflective of Blooms taxonomy.
Advance Organizer
Blooms Taxonomy
Levels
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Activity:
Get a copy of a story, an article or a book chapter or find related to yopur field of
specialization. Read the whole material.
World War I summary: The war fought between July 28, 1914, and
November 11, 1918, was known at the time as the Great War, the War to End
War, and (in the United States) the European War. Only when the world went
to war again in the 1930s and 40s did the earlier conflict become known as
the First World War. Its casualty totals were unprecedented, soaring into the
millions. World War I is known for the extensive system of trenches from
which men of both sides fought. Lethal new technologies were unleashed,
and for the first time a major war was fought not only on land and on sea but
below the sea and in the skies as well. The two sides were known as the
Allies or Ententeconsisting primarily of France, Great Britain, Italy, Russia,
and later the United Statesand the Central Powers, primarily comprised of
Austria-Hungary (the Habsburg Empire), Germany, and the Ottoman Empire
(Turkey). A number of smaller nations aligned themselves with one side or
the other. In the Pacific Japan, seeing a chance to seize German colonies,
threw in with the Allies. The Allies were the victors, as the entry of the United
States into the war in 1917 added an additional weight of men and materiel
the Central Powers could not hope to match.
The war resulted in a dramatically changed geo-political landscape, including
the destruction of three empires: Austro-Hungarian, Ottoman and Russian.
New borders were drawn at its conclusion and resentments, especially on the
part of Germany, left festering in Europe. Ironically, decisions made after the
fighting ceased led the War to End War to be a significant cause of the
Second World War.
As John Keegan wrote in The First World War (Alfred A. Knopf, 1999), "The
First World War was a tragic and unnecessary conflict the train of events
that led to its outbreak might have been broken at any point during the five
weeks of crisis that preceded the first clash of arms, had prudence or
common goodwill found a voice."
Abstraction/ Generalization:
Blooms Taxonomy
1. Knowledge remembering, memorizing, recognizing, recalling
identification and recalling of information
2. Comprehension interpreting, translating from one medium to
another, describing in ones own words, organizations and selection
of facts and ideas.
3. Application problem solving, applying information to produce
some result, use of facts, rules and principles.
4. Analysis subdividing something to show how it is put together,
finding the underlying structures of a communication, identifying
motives and separation of a whole into component parts.
5. Synthesis creating a unique, original product that may be in
verbal form or may be a physical object and combination of ideas to
form a new whole.
6. Evaluation making value decision, resolving controversies or
f\differences in opinion and development of opinions, judgements or
decisions.
5-minute essay
Advance Organizer
Problem
Solving/Creativity
Fluency
Six Stages of CPS
Flexibility
Elaboration
Originality
Abstraction/ Generalization:
Torrence Framework for Creative Thinking
1. Fluency. Refers to the production of a great number of ideas or
alternate solution to a problem.
2. Flexibility. Production of ideas that show a variety of possibilities or
realm of thoughts.
3. Elaboration. Process of enhancing ideas by providing more details.
4. Originality. Involves the production of ideas that are unique or
unusual.