Subsumption Theory by Marissa Freitas

David Ausubel’s theory

                                             

Subsumption Theory by Marissa Freitas

For my blog I am going to research Subsumption theory

David Ausubel’s theory

individuals with large amounts of valuable information from verbal/ textual models in the school setting.  As we look through subsumption theory we can see this theory goes with cognitivism.

 Subsumption theory is new content is related to old content which one grabs and integrates it into their learnings.

For example, in the classroom setting;

Students would have to have knowledge and background of the topic being presented. If I am going to be demonstrating a topic on blending sounds my students are going to have to have an idea on what are words that blend. I would then proceed with the lesson in which the students will remember what certain blends are.

The tools one could use in the classroom are visual aids of the topic being presented. This will help students remember what they have already learned and have a bases on. Subsumption theory is new information which can be derived with understanding from old material. One will have a better understanding with models as well as privies knowledge

Resources;

Culatta Richard, Subsumption Theory, instructionaldesign.org retrieved 8/13/2016

    

 

Case-based learning by Tyler Stowers

Case-Based Learning by Tyler Stowers  
 

What is Case-Based Learning?

Case-based learning takes place when students are presented with real life scenarios (cases) and are asked to reflect and analyze the complexities of the content by reading, writing, and discussing during their deliberation of the material. Case-based learning is most effectively utilized in law-schools, and most recently, medical schools have been using this teaching model more often. The teacher's role in case-based learning is to be an active facilitator in the classroom discussion during the deliberation of the content. It is very important for the teacher to create a safe environment for the students so that each student feels comfortable speaking in front of the class. Therefore, it is essential for the teacher to set guidelines with the class such as no interrupting, each student must share his/her opinion, don't be combative while disagreeing, etc. Since this is a learner-centered model, the students must collaborate, cooperate, and converse as they deliberate. The content is typically a real-life scenario and/or specific situation in which there is rarely one correct answer, but rather many different viewpoints of the case being presented. Case-based learning model allows the students to strengthen their skills of analysis, decision making, critical thinking, and problem solving.  

What Instructional Model is Case-Based Learning Related to?

 

Case-based learning branches from Problem-based learning which consists of specifically designed problems that challenge students to use problem solving techniques, team participation skills, self-directed learning strategies, and disciplinary knowledge. "Problem Based Learning begins with the assumption that learning is an active, integrated, and constructive process by social and contextual factors" (Barrows, 1996; Gijselaers, 1996). Problem-based learning and case-based learning fall under a blend of the cognitivist and constructivist learning theories. Since case-based learning model is most commonly used with law-school students who have acquired a high acumen for what they are learning, it makes sense that the case-based learning model would fall under a cognitivist learning theory as the students are required to call on past material when they are deliberating over new material. It also falls under the constructivist learning theory as the students are individually and socially constructing meaning from the content being read rather than being fed answers from the teacher.

 

When can a teacher use Case-Based Learning?

• Case-Based learning is mostly effectively used when trying to promote student-led discussions and deliberations.
• Case-Based learning can be used in large classes as a means of getting the class to split in manageable groups and allow for each group to present to the rest of the class. 
• Case-Based learning can be used in small classes as a means of the class as a whole to work on team participation skills while the teacher simply facilitates as the students actively discuss, analyze, and critically think throughout the class discussion.
• Case-Based Learning can be used in virtual classes by presenting the case online and creating an online forum for the students to share opinions of the content as the teacher facilitates the conversation.  

 

A case should consist of....

• A concise story with a beginning, middle, and end.
• The case must allow for the students to identify the possible problems, issues, possible solutions, consequences of action, and conclusion.
• Cases are usually real-life scenarios that can be found in newspapers, magazines, novels, videos, etc.

Scholarly Journals and Web-Related Links

 

http://www.pblprojects.org/ 

 

http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/case_studies.pdf

 

http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf

 

http://www.crlt.umich.edu/tstrategies/tscbt

 

http://fod.msu.edu/oir/case-based-teaching

 

http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/problem-and-case-based-learning

 

References

London Deanery (2012).  Problem-and case-based learning.  Multiprofessional Faculty Development.  Retrieved from http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/problem-and-case-based-learning/view?portal_status_message=Error%20creating%20PDF%20file

 

Rosen, L. (n.d.) .  Case-based teaching.  Michigan State University Office of Faculty & Organizational Development.  Retrieved from http://fod.msu.edu/oir/case-based-teaching

 

Speaking of Teaching (2001). Problem-based learning. Stanford University Newsletter on Teaching, 11(1). Retrieved from
http://web.stanford.edu/dept/CTL/cgibin/docs/newsletter/problem_based_learning.pdf

 

Speaking of Teaching (1994). Teaching with case studies. Stanford University Newsletter on Teaching, 5(2). Retrieved from
http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/case_studies.pdf

 

University of Michigan (2016).  Case-based teaching and problem-based learning.  Center for Research on Learning and Teaching.  Retrieved from http://www.crlt.umich.edu/tstrategies/tscbt

 

REALs Presented by Chad Pittman

REALs is a constructivist model of instructional design that stands for Rich Environments for Active Learning. This instructional model derives directly in response to needs for changes in academic settings to facilitate authentic learning that increases application and generalization, which have been identified as weaknesses of modern educational systems (Grabinger & Dunlap, 1995). From this perspective, REALs identifies rich environments for active learning practices, learning theories, and conducive philosophies. These theories, philosophies, and practices have venerable connections with significant historical figures and act as the foundation of REALs for the renewal of thinking and problem solving in education (1995, p. 12):

Socrates - Environmental Analysis

Dewey - Student Reforms

                    

Rousseau - Direct Experience

Bruner -Discovery

       Foundations of REALs

Constructivist Attributes & Practices

Conceptually, the ideas of 'rich environments' as well as what constitutes 'active learning' can have broad meanings in both academic and conversational capacities, so these concepts require additional connections to theorization and definition to understand meaning and application. To further define REAL's, Grabinger and Dunlap thoroughly develop 5 constructivist attributes to clarify associated theories and philosophies along with connected practices (Grabinger & Dunlap, 1995). Check the links for more in-depth practice descriptions: 

Student Responsibility and Initiative

• Reciprocal Teaching                          

Generative Learning Activities

• Cognitive Apprenticeship 

Authentic Learning Contexts

• Anchored Instruction
• Cognitive Flexibility Theory

Authentic Assessment Strategies

• Learning in Design

Co-operative Support 

• Problem Based Learning

Grabinger & Dunlap, 1997, p. 6

The REALs in Action

The Child-driven Education by Sugata Mirta

This link above is to a video that is too large to embed, it's more than 15 minutes, but really worth watching as it uses each of the constructivist attributes of REALs to facilitate learning with children in communities in India that historically have difficulty finding and retaining teachers. While the scenarios in the video do not meet all of the REALs criteria, like making sure that technology is a supplement or component to instructional design, Mirta's research is certainly within the same constructivist spirit of creating rich environments for active learning (Grabinger & Dunlap, 1995; Mirta, 2010). The tech is set up in such a way that the students work together to solve problems, the assessment of progress and learning contexts are authentic, the activities generate learning, and the facilitation of learning depends on student initiative. As quoted in the video the following statement sums up REALs eloquently:

"If children have interest, then education happens." - Arthur C. Clarke 

References: 

AdLit.org. (2016). Reciprocal Teaching. Retrieved from http://www.adlit.org/strategies/19765/

Bransford, J. (2015). Instructional Design: Anchored instruction. Retrieved from http://www.instructionaldesign.org/theories/anchored-instruction.html

Collins, A., Hollum, A., Brown, J.S. (1991). Cognitive Apprenticeship: Making Thinking Visible. Retrieved from http://www.21learn.org/archive/cognitive-apprenticeship-making-thinking-visible/

Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. Research in learning Technology, 3(2).

Grabinger, S., Dunlap, J. C., & Duffield, J. A. (1997). Rich environments for active learning in action: problem-based learning. Research in Learning Technology, 5(2).

New England Board of Higher Education. (2015). Problem Based Learning Projects. Retrieved 

from http://www.pblprojects.org/

Slide Share. (2016). Traditional vs. Constructivist Classrooms. Retrieved from http://image.slidesharecdn.com/constructivism-120529142541-phpapp02/95/constructivism-22-728.jpg?cb=1338301968

Spiro, R. (2015). Cognitive Flexibility Theory and the Post-Gutenberg Mind: Rand Spiro's Homepage. Retrieved from http://postgutenberg.typepad.com/newgutenbergrevolution/

Mitra, S. (2010). The child-driven education. Retrieved from https://www.ted.com/talks/sugata_mitra_the_child_driven_education?language=en

The Faculty of Mathematics, Computing & Technology. (2016). MCT Research: Teaching and Learning in Design. Retrieved from http://mct-research.open.ac.uk/research/theme_teachingandlearningindesign