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

Ausubels Expository Teaching Model utmostly abstract concepts, such as jurisprudence and sovereignty, oftentimes cause high school students much struggle when trying to thoroughly understand such conceptual ideas. To teach these theoretical concepts, one moldiness not whole equivalently utilize David Ausubels Expository teaching simulate, but also keep congest an over on the whole knowledge of other valuable strategies related to Ausubelss mock up (Woolfolk, 2004, p. 281). To Ausubel, the most significant idea is that of the advance personal organiser, a story of substructure that aids 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 personal organizer, presenting ideas in terms of specific examples, and linking the content back to the advance organizer is Ausubels model for expos itive teaching (Woolfolk, 2004, p. 283).Ausubels expository teaching primarily focuses on teaching general ideas to comprehend one specific concept, otherwise cognize as deductive reasoning. His approach always begins with an advance organizer (Woolfolk, 2004, p. 282). This statement aids in priming the students for the context and idea about to be described. It will help in developing schemas, or organizing information, and helps direct all(prenominal) attention to the key ideas coming from the material macrocosm presented.The first of the both types of organizer is the expository organizer, which primarily focuses the introduction of new material. The second is the relative organizer, which compares old and new information resulting in students accessing schemas already in their running(a) memory, otherwise know as the temporary storage of information that is being processed in a range of cognitive tasks (Woolfolk, 2004, p. 242). An expository lesson must always elaborate on the advance organizer. Connecting the information back to the organizer should also be utilized in completing the lesson. Identifying qualities such as defining features (required features), exemplars ( echt 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 grasping 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 object itself, as opposed to concrete ideas that are material and solid.The expository method can be ideal for teaching abstract concepts such as jurisprudence and sovereignty to high school students within a limited amount of time. Through first naming the concept and well-favored the definition, as well as applying tools s uch as the advance organizer, a teacher will gain the students attention and allow them to organize their ideas in order to make connections. When teaching a concept, it is best to keep in mind 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 centre and not on memorization.Sources Citedhttp//dictionary.comhttp//plato.stanford.eduWoolfolk, A. (2004). Educational Psychology (9th ed.). Boston Allyn and Bacon.