Ausubel’s Expository Teaching Model Essay -- Ausubel Expository Teachi

Ausubels Expository Teaching Model Highly lineation concepts, much(prenominal) as jurisprudence and sovereignty, oftentimes cause high nurture students much struggle when trying to thoroughly understand such conceptual ideas. To teach these theoretical concepts, one must not only equivalently apply David Ausubels Expository learn model, but too retain an general knowledge of other valuable strategies related to Ausubelss model (Woolfolk, 2004, p. 281). To Ausubel, the around large idea is that of the advance transcriber, a statement of introduction that economic aid students in organizing the information about to be presented. Also to a teachers benefit are the ideas needed to form a concept, such as exemplars, defining features, irrelevant features, non-examples, and prototypes. Introducing the advance organizer, presenting ideas in terms of special examples, and linking the content back to the advance organizer is Ausubels model for expositive teaching (Woolfolk, 2004 , p. 283).Ausubels expository teaching primarily focuses on teaching general ideas to comprehend one specific concept, other than known as deductive reasoning. His approach forever and a day begins with an advance organizer (Woolfolk, 2004, p. 282). This statement back up in priming the students for the context and idea about to be described. It entrust help in developing schemas, or organizing information, and helps direct all maintenance to the key ideas coming from the material being presented.The first of the two types of organizer is the expository organizer, which primarily focuses the introduction of new material. The second is the comparative organizer, which corresponds out of date and new information resulting in students accessing schemas already in their working memory, otherwise know as the temporary storage of information that is being bear on in a range of cognitive tasks (Woolfolk, 2004, p. 242). An expository lesson must always elaborate on the advance organi zer. Connecting the information back to the organizer should also be utilized in completing the lesson. Identifying qualities such as defining features (required features), exemplars (actual instances), irrelevant features (often present but not relevant), and non-examples will all assist in creating a prototype, or an ideal example, to aid in grabby the concept. The goal is the ability to take the concept and relate it back to th... ...and trees to compare by non-examples. My instructor concluded his lesson by highlighting his organizer and repeating the idea that abstract ideas were all symbols of something. Abstractions are not an actual butt itself, as opposed to concrete ideas that are material and solid.The expository room can be ideal for teaching abstract concepts such as jurisprudence and sovereignty to high school students within a throttle amount of time. Through first naming the concept and giving the definition, as well as applying tools such as the advance organ izer, a teacher will gain the students attention and allow them to organize their ideas in pronounce to make connections. When teaching a concept, it is best to keep in legal opinion that students will respond most when a concept is taught in a way that is useful and efficient versus being taught in a manner geared only towards answering exam questions. By extending and connecting the concepts in these significant ways, students will be able to focus on the meaning and not on memorization.Sources Citedhttp//dictionary.comhttp//plato.stanford.eduWoolfolk, A. (2004). Educational Psychology (9th ed.). Boston Allyn and Bacon.