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1) Pappas, Christopher. “Instructional Design Models and Theories: Subsumption Theory.” ELearning Industry, 19 July 2017, elearningindustry.com/subsumption-theory.
2) “Ausubel's Subsumption Theory.” Funky Ed's, funkyeds.blogspot.com/2015/08/ausubels-subsumption-theory.html.
3)
https://elearningindustry.com/subsumption-theory
4) http://fpmipa.upi.edu/data/report_activity/9556578528.pdf

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As a final activity,  students will write little dialogues using what they have learnt and practice out loud with peers.
We think students will experience a meaningful learning because they discovered the difference between those pronouns through a very popular comedy show.

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We start by talking about the tv series and ask students if they have seen the episode we will watch; and if so, what they remember about it. After this, we play the episode that discuss the difference between "who" and "whom".

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We thought about teaching a grammar lesson through a Friend's episode. Most students know that TV series  (previous knowledge) and also enjoy watching it (motivation).

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WHAT CAN BE DONE IN THE ENGLISH CLASS TO FOSTER MEANINGFUL LEARNING?

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WHAT CAN BE DONE IN THE ENGLISH CLASS TO FOSTER MEANINGFUL LEARNING?

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They include pictographs, descriptive or conceptual patterns and concept maps.

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They flick through the information.

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They present the new information in a story format.

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They provide a description of new knowledge.

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Ausubel states some kind of topical introduction to a lesson that orientates learners to the subject matter and relates new learning to what the learners already know. Ausbel also emphasised the importance of cognitive processes, but also set the concept of meaning at the heart of such processes. Thus, the principal function of advance organisers is to act as a bridge between what learners already know and what they need to know

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Ausubel indicates that his theory applies to reception (expository) learning in school settings. He distinguishes reception learning from rote and discovery learning; the former because it doesn't involve subsumption (i.e., meaningful materials) and the latter because the learner must discover information through problem solving.

Principles for Application:

1-      The most general ideas of a subject should be presented first and then progressively differentiated in terms of detail and specificity.

2-      Instructional materials should attempt to integrate new material with previously presented information through comparisons and cross-referencing of new and old ideas.

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Self-improvement is the internal driving force by virtue of their ability of students to win the corresponding position or achievement needs.

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This inner driving force began in the curious tendency of students, and to explore, manipulate, understand and cope with the psychological environment, the tendency is one of the most important and most stable motivations.

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It is a student desire knowledge, understanding and mastery of knowledge and representations and the need to solve the problem

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for example, to teach someone about pollination in plants, you might relate it to previously acquired knowledge of how fish eggs are fertilized

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It describes the process by which the new idea is derived from another idea that is neither higher or lower in the hierarchy, but at the same level in a different, but realted, 'branch'

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For example, you know about bananas, apples, magos and watermelons but you did not know, until you were taught, that those were examples of fruits.

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An individual is able to give a lot of examples of the concept itself but did not know the concept until is taught to them.

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3) Exisiting cognitive structures should not be developed, but merely re organized within the learners' memory.
4) The role of the instructor is to bridge the  gap between what's already known and what is about to be learned.

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For example, the moment we are looking at something (a bird). We need to accomodate this new information, we need to include the concept of that something (a bird) to our previous knowledge of that bird.

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1) learners  should be presented with the most general concepts first.

2) The material should include new and previously acquired information. Also, comparisons between new and old concepts are crucial.

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For example, our concept of a bird is: it has feathres, bleak, and lays eggs. Our new knowledge about a bluetail is attached  to our concept of bird without altering it.

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The new material derives from the existing structure and can be linked to other concepts or lead to new interpretations.

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The new material is an extension of the already grasped knowledge

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2. Four processes of Meaningful Learning 

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2. Four processes of Meaningful Learning 

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American psychologist, who contributed to educational psychology, cognitive science and science education learning.

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Meaning is created through some forms of representational equivalence between language and mental context. In other words, we must have prior knowledge to relate with.

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Three components
1. cognitive drive: desire knowledge
2. internal driving force: curiousity. SELF IMPROVEMENT
3. internal driving composition: recognition from the elder (parents, teachers).

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This theory focuses on how individuals acquire and learn large chunks of information through visual means or text materials.
This theory is divided into three main parts.

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Ausubel was influenced by the teachings of Jean Piaget. He believed that an understanding of concepts, principles, and ideas is achieved through deductive reasoning.