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AUSUBEL MODEL.pdf

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Advance Organizer Model is given by David P. Ausubel who is one of the educational psychologist. Advanced organizer is a conceptual bridge between new material and a students’ current knowledge. It discuss on three concerns. It also discuss on teachers role, learners role, material role


Advance Organizer Model is given by David P. Ausubel who is one of the educational psychologist. Advanced organizer is a conceptual bridge between new material and a students’ current knowledge. It discuss on three concerns. It also discuss on teachers role, learners role, material role


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AUSUBEL MODEL.pdf

  1. 1. AUSUBEL’S ADVANCED ORGANISER MODEL DR. C. BEULAH JAYARANI M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D ASST. PROFESSOR, LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
  2. 2. DAVID AUSUBEL David Paul Ausubel (October 25, 1918 – July 9, 2008) He was an American psychologist. His most significant contribution to the fields of educational psychology, cognitive science, and science education learning was on the development and research on "advance organizers" 14-06-2022 Dr. C. BEULAH JAYARANI 2
  3. 3. introduction • Advance Organizer Model is given by David P. Ausubel who is one of the educational psychologist. • This model facilitates meaningful verbal learning. • Rote memory is not considered meaningful learning since memorization omits the connection of new knowledge with existing knowledge. • Meaningful learning is possible only if the students’ minds are prepared to receive and process information. • If their minds are not prepared, the students must fall back to learning by rote memory. 14-06-2022 Dr. C. BEULAH JAYARANI 3
  4. 4. Advanced Organizers • Advanced organizer is a conceptual bridge between new material and a students’ current knowledge. • These are simple devices used in the introduction of a topic which enable learners to orient themselves to the topic, so that they can locate where any particular bit of input fits in and how it links with what they already known. 14-06-2022 Dr. C. BEULAH JAYARANI 4
  5. 5. three concerns • (a) How knowledge (curriculum content) is organized; • (b) How the mind works to process new information (learning); and • (c) How teacher can apply these ideas about curriculum and learning when they present new material to students (instruction). 14-06-2022 Dr. C. BEULAH JAYARANI 5
  6. 6. TEACHER ROLE In this model teacher plays the role of organizer of subject matter and presents information through lectures, readings and providing tasks to the learner to integrate what has been learned. 14-06-2022 Dr. C. BEULAH JAYARANI 6
  7. 7. LEARNERS ROLE  In this approach, teacher is responsible for organizing and presenting what is to be learned.  The learner’s primary role is to master ideas and information.  The Advance Organizers provide concepts and principles to the students directly. 14-06-2022 Dr. C. BEULAH JAYARANI 7
  8. 8. According to Ausubel whether the material is meaningful or not, depends more on the preparation of the learner and on the organization of the material than it does on the method of presentation. 14-06-2022 Dr. C. BEULAH JAYARANI 8 MATERIAL ROLE
  9. 9. • (a) Focus: The main purpose of this model is to facilitate meaningful verbal learning and retention. • It has two aspects, i.e., i) The development of suitable teaching strategies to increase the clarity and stability of learning ii) To facilitate a critical approach of the ideas in the cognitive structure. 14-06-2022 Dr. C. BEULAH JAYARANI 9 COMPONENTS OF ADVANCE ORGANIZER MODEL
  10. 10. B) Syntax: three phases of activity PHASE OUTLINE ACTIVITY Phase I PRESENTATION OF THE ADVANCED ORGANISER  Clarification of the lesson by the teacher  Presentation of advanced organizer by the teacher  Teacher helps the learners to become aware of the advance organizer and also helps the learner to be familiar with the advanced organizer. Phase II Presentation of learning task or material  The teacher presents new information to the learners  The teacher helps all the students to understand the logical order of the information  Students link the information to the advance organizer Phase III Strengthening of Cognitive Organisation  Students use the principles of integrative reconciliation for strengthening their cognitive organization  The teacher promotes active reception learning  Clarification of students’ ideas by the teacher  The teacher applies students’ ideas actively 14-06-2022 Dr. C. BEULAH JAYARANI 10
  11. 11. (C) Social System: • In Advance Organizer Model the teacher retains control of the intellectual structure, to relate the learning material to the organizers and to help students differentiate new material from previously leads to the successful acquisition of material. 14-06-2022 Dr. C. BEULAH JAYARANI 11
  12. 12. (D) Principles of Reaction • Negotiation of meaning and responses between the teacher and the learner clarifies the meaning of the new learning material with existing knowledge of the students. • Mutual interaction between teacher and learner responsively connect organizers and learning material 14-06-2022 Dr. C. BEULAH JAYARANI 12
  13. 13. (E) Support System •The effectiveness of the advance organizer depends on an integral and appropriate relationship between the conceptual organizer and the content. •This model provides guidelines for recognizing structural materials. 14-06-2022 Dr. C. BEULAH JAYARANI 13
  14. 14. (F) Instructional and Nurturant Effects •The instrumental values of this model are – the ideas themselves that are used as the organizer are learned, as well as information presented to the students 14-06-2022 Dr. C. BEULAH JAYARANI 14
  15. 15. Application of Model 1. Abstract subjects can be easily taught by this model. 2. Cognitive aims can be achieved by this model. Selection, organization, presentation and expression can be achieved. 3. The concept of socialization can be drawn in the study of socialization patterns in different cultures. This advance organizer thus aids in expanding students’ knowledge about cultures 14-06-2022 Dr. C. BEULAH JAYARANI 15 a) Selection B) organization C) Presentation d) Expression
  16. 16. CONTD., • 4. It can also be shaped to teach the skill of effective reception learning. Critical thinking and cognitive reorganization can be explained to the learners, who receive direct instruction in orderly thinking and in the notion of knowledge hierarchies. • 5. This model is considered good and used widely in school. When we present the subject in organized way, student gets all matter in systematic order. In less time, more knowledge can be given. • 6. The instructional effect of this model is that the ability to learn from reading, lectures, and other media is used. Presentation is another effect, as an interest in inquiry and precise habits of thing. 14-06-2022 Dr. C. BEULAH JAYARANI 16
  17. 17. REFERENCE TNTEU – Study Material Ram Publications Sri Krishna Publications Kaviyamala Publications Mangal, s.k., Mangal, U. (2011). Essentials of educational technology. New Delhi: PHI learning private limited. Google Images 6/14/2022 Dr. C. Beulah Jayarani 17

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