Applications: David Ausubel's Subsumption Theory

1. Integrate or link the new lesson to the previous lesson. Relate what the new lesson is all about with the previous lesson by compare or contrast (finding similarities and differences, giving examples, analogies/metaphors,etc). This way, learners can have a foundation to the new learning that is about to take place. This is the reason why we have "reviews" or activities related to the previous lesson before we present the new lesson, or teachers' cliche like "Do you have an idea about...What is your idea about...Do you know about..."

2. Utilize advance organizers when presenting a concept. This should be done preferably at the beginning part of the lesson that will guide the learners throughout the learning process. Through this orderly and logical fashion, learners can easily keep on track with the lesson. Don't forget to indicate short descriptions of the key concepts as well as the learning objectives.

3. According to this theory, it is advised to teach the general idea of the lesson then progressively differentiate (LET alert. This comes out in the exam) this by specific topics. This can be done by pointing out the similarities of the topics as well as how are they different. For example in teaching Science like the topic about Weather and Climate. Instead  of teaching first "all" about Weather, then proceed to "all" about Climate,  a teacher might discuss first the general or the overall  ideas about these two topics. As the lesson progresses, the teacher can elaborate and the discuss comprehensively the particularities and details of each topic; how are they similar or different.

4. Avoid rote learning. Rote learning, in contrast with meaningful learning, is a "non-substantive incorporation of new knowledge into cognitive structure". In short, avoid making the learners memorize all the facts and terms without making them realize the essence of what is being learned. Emphasize more on the concepts and ideas rather on isolated information.

5. Don't forget to wrap up the lesson by giving summaries or giving them reviews of the major points that were discussed in the lesson.

5. The last but not the least, to sum up all these applications, from David Ausubel himself, " Tell them [the learners] what you are going to tell them; then tell them; then tell them what you told them."