Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance... more Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer' Model of Teaching, for deaf students are examined. Ausubel believes tbt complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on organization of experiences. These cognitive structuresare hierarchically organized in teams of highly inclusive conceptual clusters, under which are subsumed less inclusive sub-concepts. Implications center on issues of philosophy, curriculum (including that the most general ideas should be presented first, followed by progressively differentiated material)l'and classroom teaching (including that advance organizers, such as illustrations, anologies, and concepts and terms already familiar to the learner should be used to strengthen cognitive structure and enhance retention of new information). An example of one such advance organizer used for an English composition class is given. (CL) Abstract N.
Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance... more Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer' Model of Teaching, for deaf students are examined. Ausubel believes tbt complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on organization of experiences. These cognitive structuresare hierarchically organized in teams of highly inclusive conceptual clusters, under which are subsumed less inclusive sub-concepts. Implications center on issues of philosophy, curriculum (including that the most general ideas should be presented first, followed by progressively differentiated material)l'and classroom teaching (including that advance organizers, such as illustrations, anologies, and concepts and terms already familiar to the learner should be used to strengthen cognitive structure and enhance retention of new information). An example of one such advance organizer used for an English composition class is given. (CL) Abstract N.
Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance... more Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer' Model of Teaching, for deaf students are examined. Ausubel believes tbt complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on organization of experiences. These cognitive structuresare hierarchically organized in teams of highly inclusive conceptual clusters, under which are subsumed less inclusive sub-concepts. Implications center on issues of philosophy, curriculum (including that the most general ideas should be presented first, followed by progressively differentiated material)l'and classroom teaching (including that advance organizers, such as illustrations, anologies, and concepts and terms already familiar to the learner should be used to strengthen cognitive structure and enhance retention of new information). An example of one such advance organizer used for an English composition class is given. (CL) Abstract N.
Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance... more Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer' Model of Teaching, for deaf students are examined. Ausubel believes tbt complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on organization of experiences. These cognitive structuresare hierarchically organized in teams of highly inclusive conceptual clusters, under which are subsumed less inclusive sub-concepts. Implications center on issues of philosophy, curriculum (including that the most general ideas should be presented first, followed by progressively differentiated material)l'and classroom teaching (including that advance organizers, such as illustrations, anologies, and concepts and terms already familiar to the learner should be used to strengthen cognitive structure and enhance retention of new information). An example of one such advance organizer used for an English composition class is given. (CL) Abstract N.
Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance... more Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer' Model of Teaching, for deaf students are examined. Ausubel believes tbt complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on organization of experiences. These cognitive structuresare hierarchically organized in teams of highly inclusive conceptual clusters, under which are subsumed less inclusive sub-concepts. Implications center on issues of philosophy, curriculum (including that the most general ideas should be presented first, followed by progressively differentiated material)l'and classroom teaching (including that advance organizers, such as illustrations, anologies, and concepts and terms already familiar to the learner should be used to strengthen cognitive structure and enhance retention of new information). An example of one such advance organizer used for an English composition class is given. (CL) Abstract N.
Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance... more Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer' Model of Teaching, for deaf students are examined. Ausubel believes tbt complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on organization of experiences. These cognitive structuresare hierarchically organized in teams of highly inclusive conceptual clusters, under which are subsumed less inclusive sub-concepts. Implications center on issues of philosophy, curriculum (including that the most general ideas should be presented first, followed by progressively differentiated material)l'and classroom teaching (including that advance organizers, such as illustrations, anologies, and concepts and terms already familiar to the learner should be used to strengthen cognitive structure and enhance retention of new information). An example of one such advance organizer used for an English composition class is given. (CL) Abstract N.
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