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learning_theories:assimilation_theory [2011/08/31 12:24]
jpetrovic [What is assimilation theory?]
learning_theories:assimilation_theory [2012/01/12 11:42] (current)
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   * **Prior knowledge** is the key to what will be learned next. In order to fulfill meaningful learning requirements learner has to have crucial higher level concepts (prior knowledge) that will serve as **anchoring sites** (subsumers) for new knowledge or he has to be provided with appropriate organizers.   * **Prior knowledge** is the key to what will be learned next. In order to fulfill meaningful learning requirements learner has to have crucial higher level concepts (prior knowledge) that will serve as **anchoring sites** (subsumers) for new knowledge or he has to be provided with appropriate organizers.
   * After assuring student has required prior knowledge, the teacher has to **present learning material in an organized and structured manner** (starting from more general concepts and then going to more details), cross reference old and new ideas using different teaching aids or charts, continue with sufficient amount of practice in form of applications of learned material in order to facilitate its assimilation.   * After assuring student has required prior knowledge, the teacher has to **present learning material in an organized and structured manner** (starting from more general concepts and then going to more details), cross reference old and new ideas using different teaching aids or charts, continue with sufficient amount of practice in form of applications of learned material in order to facilitate its assimilation.
-  * **Advanced ​organizers**. For examples and advice on creating graphical organizers see Baxendell'​s [[http://​www.mde.k12.ms.us/​acad1/​ToolKit/​Articles/​Differentiation/​Baxendell.pdf|The 3 C's of Graphic Organizers]]. The study of effects of advanced organizers is ongoing with a number of studies showing their positive effects.(([[http://​www.sciencedirect.com/​science/​article/​pii/​S1877042810007871|Mohammadi,​ M., M. Moenikia, and A. Zahed-Babelan. “The role of advance organizer on English language learning as a second language.” Procedia-Social and Behavioral Sciences 2, no. 2: 4667–4671. 2010.]]))(([[http://​llt.msu.edu/​vol11num3/​pdf/​linchen.pdf|Lin,​ H., and T. Chen. Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment. Language Learning & Technology 11, no. 3: 83–106. 2007.]]))(([[http://​www.informaworld.com/​10.1080/​00220973.1997.9943789|Kiewra,​ Kenneth A., Richard E. Mayer, Nelson F. Dubois, Maribeth Christensen,​ Sung-Il Kim, and Nancy Risch. Effects of Advance Organizers and Repeated Presentations on Students’ Learning. The Journal of Experimental Education 65, no. 2, 1997.]]))(([[http://​www.springerlink.com/​content/​k8633w8567412210/​|Mayer,​ Richard E. Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results. Instructional Science 8, no. 2: 133-167. April 1979.]]))(([[http://​www.ejmste.com/​v5n4/​EURASIA_v5n4_Shihusa_Keraro.pdf|Shihusa,​ H., and F. N Keraro. Using Advance Organizers to Enhance Students’ Motivation in Learning Biology. Eurasia Journal of Mathematics,​ Science & Technology Education 5, no. 4: 413–420. 2009.]]))+  * **Advance ​organizers**. For examples and advice on creating graphical organizers see Baxendell'​s [[http://​www.mde.k12.ms.us/​acad1/​ToolKit/​Articles/​Differentiation/​Baxendell.pdf|The 3 C's of Graphic Organizers]]. The study of effects of advanced organizers is ongoing with a number of studies showing their positive effects.(([[http://​www.sciencedirect.com/​science/​article/​pii/​S1877042810007871|Mohammadi,​ M., M. Moenikia, and A. Zahed-Babelan. “The role of advance organizer on English language learning as a second language.” Procedia-Social and Behavioral Sciences 2, no. 2: 4667–4671. 2010.]]))(([[http://​llt.msu.edu/​vol11num3/​pdf/​linchen.pdf|Lin,​ H., and T. Chen. Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment. Language Learning & Technology 11, no. 3: 83–106. 2007.]]))(([[http://​www.informaworld.com/​10.1080/​00220973.1997.9943789|Kiewra,​ Kenneth A., Richard E. Mayer, Nelson F. Dubois, Maribeth Christensen,​ Sung-Il Kim, and Nancy Risch. Effects of Advance Organizers and Repeated Presentations on Students’ Learning. The Journal of Experimental Education 65, no. 2, 1997.]]))(([[http://​www.springerlink.com/​content/​k8633w8567412210/​|Mayer,​ Richard E. Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results. Instructional Science 8, no. 2: 133-167. April 1979.]]))(([[http://​www.ejmste.com/​v5n4/​EURASIA_v5n4_Shihusa_Keraro.pdf|Shihusa,​ H., and F. N Keraro. Using Advance Organizers to Enhance Students’ Motivation in Learning Biology. Eurasia Journal of Mathematics,​ Science & Technology Education 5, no. 4: 413–420. 2009.]]))
  
 ===== Criticisms ===== ===== Criticisms =====
learning_theories/assimilation_theory.txt · Last modified: 2012/01/12 11:42 (external edit)