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FACILITATING OF LEARNING

Module
12:
AUSUBELS
SUBSUMPTION THEORY

MEANINGFUL

VERBAL

LEARNING/

Take the challenge!


In this module, challenge yourself to:
o Explain Ausubels subsumption theory
o Determine the ues of graphic organizers
o Use advance graphic organizers for a topic presentation
Activity:
Advance Organizer
Ausubels
Subsumption
Theory
Meaningful Reception
of
information

Four Processess for


Meaningful 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.

Meaningful learning takes place through four processes:


1. Derivative Subsumption. This describes the situation in which the
new information you learn is an example of a concept that you have
already learned.
2. Correlative Subsumption. It enriches the higher-level of concept
through expanding or changing the concept given to include the
possibility of idea.
3. Superordinate Learning. A learning by which we already knew a lot
of examples of concept, but did not know the concept itself until it was
taught to us.
4. Combinatorial Learning. This is when newly acquired knowledge
combines with prior knowledge to enrich the understanding of both
concepts.
Advance Organizers
The advance organizer is major instructional tool proposed by Ausubel.
It gives two benefits: (1) you will find easier to connect new information with
what you already know about the topic and (2) you can readily see how the
concepts in a certain topic are related to each other.
Types of advance organizers
1. Expository describes the new concept
2. Narrative presents the new information in the form of a story to
students.
3. Skimming - is done by looking over a new material to gain a basic
overview.
4. Graphic organizer visuals to set up or outline the new
information. This may include pictographs, descriptive patterns,
concept patterns and concept maps.

5 - minute essay:

Module 13 : GAGNES CONDITION OF LEARNING


Take the challenge!
In this module, challenge yourself to:
o Explain Gagnes condition of learning.
o Make a simple lesson outline using Gagnes instruction events
o Articulate the benefits of using Gagnes principles in teaching.
Activity:
Before reading the entire module, see if you can arrange the nine steps
in lesson presentation in their proper order. Read and arrange the steps by
numbering them.
___5____
___3____
___9____
___1____
___7____
___8____
___4____
___6____
___2____

1.
2.
3.
4.
5.
6.
7.
8.
9.

Guidance of student's performance


Recall prior learning
Enhance retention and transfer
Gain attention
Provide feedback
Assess performance
Present stimulus
Elicit performance
Identify the objectives

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

Gaining attention (reception)


Informing learners of the objective (expectancy)
Stimulating recall of prior learning (retrieval)
Presenting the stimulus (selective perception)
Providing learning guidance (semantic encoding)
Eliciting performance (responding)
Providing feedback (reinforcement)
Assessing performance (retrieval)
Enhancing retention and transfer (generalization)
Example of learning
outcome
Stating previously learned
materials such as facts,
concepts, principles and
procedures

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.

1. Call attention to distinctive features.


2. Stay within the working memory
3. Stimulate the recall of previously learned
component skills.

Rules, higher order


rules
1.Arrange repeated practice
2. Furnish immediate feedback as to the
accuracy of performance.
3. Encourage the use of mental practice.

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/

Take the challenge!


In this module, challenge yourself to:
o Explain the role of constructivism in facilitating learning.
o Describe strategies to promote knowledge construction.
o Describe strategies to facilitate concept learning.
Activity:

Teaching is not about filling up the pail,


it is about lighting a fire.

What concepts/ideas/images came to your mind when you read,


Teaching as filling up the pail? Putting knowledge into ones mind.
What concepts/ideas/images came to your mind when you read,
Teaching is about lighting a fire? It is a way for the learners to
develop their own potentials and produce their own ides out of
given knowledge by their teacher.
Abstraction/Generalization:
Behaviorism focused on the external, observable behavior. Learning is
explained as a connection between the stimulus and the response.
Reinforcement is the key to learning,

In the quotation above, filling up the pail is more linked to learning


and behaviorism. It connotes that teaching is dominated by the teacher and
the learners are passive receivers of knowledge. Lighting the fire is related
to the cognitive perspective and constructivism. It signifies that teaching
involves giving opportunities for learners to explore and discover.
Two views of Constructivism
1. Individual constructivism. This is called cognitive constructivism.
It emphasizes individual, internal construction of knowledge.
2. Social constructivism. The knowledge exists in a social context
and is initially shared with others instead of being represented
solely in the mind of an individual.
Characteristics of Constructivism
1.
2.
3.
4.
5.

Learners construct understanding


New learning depends on current understanding
Learning is facilitated by social interaction
Meaningful learning occurs within authentic learning tasks.

Application:
Think of
constructivism.

topic

related

Constructivist Application

to

your

field

of

specialization.

Apply

What I will do to teach the topic

Have few key ideas

I will emphasize the following key ideas: War, ideology, treaty,


economy,
militarization,
imperialism,
nationalism
and
organization

Give varied examples

In war, there are two types: offensive and defensive.

Provide
opportunities
experimentation

for

Provide lots of opportunities for


quality interaction

Students need to identify different countries experienced


either offensive or defensive type of war

What students think of war? Is it beneficial or not? What are its


advantages and disadvantages?

Have lots of hands-on activities

As part of their activity, students must present a role play


pertaining to either defensive or offensive war.

Relate your topic to the real life


situations

Wars are being done not only to destroy an empire or country,


but to colonize it in order for the strong country to spread their
colony and show to the world how powerful they are. But war
does not refer to country alone, it can also relate to family or
friends. It happens even until now, like for example the wars
in middle east Asia.

Do not depend on the explanation


method all the time

I will include different approaches like letting the students to


have their own discussion through brainstorming, watching
videos, buddy system and etc.

Module 15: TRANSFER OF LEARNING


Take the challenge!
In this module, challenge yourself to:
o Explain how transfer of learning occurs.
o Identify the factors that affect transfer of learning.
o Apply principles of transfer in facilitating transfer of learning.
Advance Organizer
Transfer of Learning

Types of Transfer

Conditions and Principles 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

Effective Questioning Techniques

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

Module 17: PROBLEM SOLVING AND CREATIVITY

Take the challenge!


In this module, challenge yourself to:
o Explain the four criteria of creativity by Torrance.
o Practice creative thinking.
o Apply problem-solving skills.

Advance Organizer
Problem
Solving/Creativity

Torrences Creativity Framework

Creative Problem Solving

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.

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