ERIC Number: ED247712
Record Type: RIE
Publication Date: 1984-Jun
Reference Count: 0
Application of Ausubel's Theory of Meaningful Verbal Learning to Curriculum, Teaching and Learning of Deaf Students.
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 that 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 structures are hierarchically organized in terms 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), 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)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: David P Ausubel
Note: Contained in: International Symposium on Cognition, Education, and Deafness (Washington, DC, June 5-8, 1984). Working Papers. Volumes I and II. David S. Martin, Ed.