1.
David Paul Ausubel
(1918 - 2008)

2.
Correlative
Subsumption
Superordinate
Subsumption
Subsumption Theory
Advance Organisation
4 Process for Meaningful
Learning
Expository
Narrative
Skimming
Graphic Organizer
Meaningful Reception of
Information
Use of Advance
Graphic Organizer
Subsumption
Learner’s Cognitive
Structure
Derivative
Subsumption
Combinatorial
Subsumption

3.
1 2
3 4
Derivative
Subsumption
Superordinate
Subsumption
Combinatorial
Subsumption
Correlative
Subsumption
Process for Meaningful
Learning

4.
Meaningful Learning Rote learning
Non- arbitrary, non-verbatim substantiv
incorporation of new knowledge
Arbitrary, verbatim incorporation of new
knowledge
Deliberate effort to link new knowledge
with other higher order concepts
No effort to link new knowledge with other
higher order concepts
Learning related to experiences Learning unrelated to experiences
Affective commitment to relate new
knowledge to prior learning
No affective commitment to relate new
knowledge to prior learning
Knowledge is retained much longer Generally knowledge cannot be recalled
after hours or days
Added capacity for subsequent learning of
related materials
No added capacity, in fact may inhibit
learning, for subsequent learning of related
materials.
Can be applied in a variety of new
problems or contexts (transferable)

5.
Phase One
Advance Organizer
Phase Two
Presentation of Learning
task or Material
Phase Three
Strengthening
Cognitive
Organization
Clarify aim of the lesson Make the organization of the
new material explicit
Relate new information
to advance organizer
Present the lesson Make logical order of learning
material explicit
Promote active reception
learning.
Relate organizer to
students’ prior knowledge
Present material in terms of
basic similarities and
differences by using examples,
and engage students in
meaningful learning activities