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Advance organizer model

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Advance Organizer Model
Advance Organizer Model
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Advance organizer model

  1. 1. ADVANCE ORGANIZER MODEL - DR. PRITI SONAR
  2. 2. Since the establishment of national council for teacher education (NCTE) various changes in teacher training programme have been witnessed. Practice teaching is given remarkable importance in B. Ed., As only it can make the student teachers tend to be perfect and competent teachers. Initially the student teachers are given practice of simulated teaching in which they have to teach other student teachers of their peer groups who act as school’s students. It is believed that such simulated practice teaching is very much helpful in developing confidence of the student teachers and to make them face different type of classroom situation effectively. BACKGROUND OF SIMULATED LESSONS
  3. 3. SIMULATION LESSONS 1. Herbart Method 2. Concept Attainment Model. Method Specific 1. Communicative Approach 2. Journey Method. 3. Inductive- Deductive Method. 4. Inquiry Training Method. ……..what next?
  4. 4. ADVANCE ORGANIZER MODEL DAVID PAUL AUSUBEL  Ausubel was born on October 25, 1918 and grew up in Brooklyn, New York.  Ausubel earned his M.A. and Ph.D. in developmental Psychology from Columbia University in 1950. He continued to hold a series of professorships at several schools of education.  Ausubel retired from professional life in 1994 to devote himself full time, at the age of 75, to writing. He wrote four books. Ausubel died on July 9, 2008.  Ausubel was influenced by the teachings of Jean Piaget
  5. 5. 1. “David Ausubel theorized that people acquire knowledge primarily by being exposed directly to it rather than through discovery” . 2. Similarly, he believed in the idea of meaningful learning as opposed to rote memorization. In the preface. 3. Ausubel believed that understanding concepts, principles, and ideas are achieved through deductive reasoning. 4. The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly” . 5. Through his belief of meaningful learning, Ausubel developed his theory of advance organizers BELIEFS OF DAVID AUSUBEL
  6. 6. MEANINGFUL LEARNING To learn meaningfully, individuals must relate new knowledge to relevant concepts they already know. New knowledge must interact with the learner’s knowledge structure.
  7. 7. WHAT IS ADVANCE ORGANIZER MODEL  An advance organizer is information processing family of model. It is presented by an instructor(teacher) that helps the student to organize new incoming information.  This is achieved by a. directing attention to what is important in the coming material, b. highlighting relationships, c. and providing a reminder about relevant prior knowledge.
  8. 8. GOAL/ AIM OF ADVANCE ORGANISER The aim of advance organizer model is to strengthen students’ cognitive structures- their knowledge of a particular subject at any given time and how well organized , clear, and stable that knowledge is.
  9. 9. The organization of the material is important.
  10. 10. ROLE OF TEACHER 1. The 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. 2. In this approach teacher is responsible for organizing and presenting what is to be learned.
  11. 11. ROLE OF STUDENT/LEARNER The learner’s primary role is to master ideas and information. Whereas, inductive approaches lead the students to discover or rediscover concepts, the advance organizers provide concepts and principles to the students directly through deductive approach.
  12. 12. ORGANIZING INFORMATION  According to Ausubel there is a way subject matter is organized.  He expresses the view that each of the academic disciplines has a structure of concepts that are organized hierarchically. At the top of each discipline are a number of very broad, abstract concepts that include the more concrete concepts at lower stages of organization.
  13. 13. IMPORTANT CONCEPTS Progressive Differentiation- The most general ideas of the discipline are presented first, followed by a gradual increase in detail and specificity. Integrative Reconciliation- It means that a new idea should be consciously related to previously learned content. The sequence of the teaching should be so organized that each successive learning is carefully related to what has been presented before. If the entire body of material has been conceptualized and presented according to progressive differentiation, integrative reconciliation follows naturally, though it requires the learner’s active co- operation.
  14. 14. TYPES OF AO Expository organizers- Comparative organizers These organizers provide a basic concept These organizers provide relatively at the highest level of abstraction and some familiar material. They are design Lesser concepts towards the end. To discriminate between the old and new concepts.
  15. 15. TIPS FOR THE EXECUTION OF AOM  Before introducing students to the learning material, however, the teacher provides introductory material in the form of an advance organizer to help them relate to the new data.  Advance organizer is an introductory material presented ahead of the learning task and at a higher level of abstraction.
  16. 16. Syntax of Advance Organizer Model Step 1- Presentation of the organizer. Step 2- Presentation of the learning task or material. Step 3-Strengthening Cognitive Organization.
  17. 17. STEP 1- PRESENTATION OF THE ORGANIZER. 1. Did the teacher clarify the aims of the presentation? 2. Was an advance organizer presented? 3. Did the organizer presentation identify, clarify, or explain the essential characteristics of the concept or proposition that serves as the organizer? 4. Was the language or terms of the subsumer(organizer) repeated or otherwise emphasized? 5. Did the teacher prompt awareness of relevant knowledge or experience in the learner’s back grounds?
  18. 18. STEP 2- PRESENTATION OF THE LEARNING TASK OR MATERIAL. 1. Was the learning material presented? 2. Did the teacher develop the material in the logical order of the learning material and make the order explicit to the student- for instance, the rough outlines and explanations? 3. Did the teacher use procedures that enhanced the organization of the presentation, such as rule- example- rule, explaing links, diagrams, and vernal markers of importance? 4. Did the teacher use procedures for maintaining attention, such as varying audio stimuli, using supplementary media, and inserting questions into the presentation?
  19. 19. STEP 3-STRENGTHENING COGNITIVE ORGANIZATION 1. Did the teacher use principles of integrative reconciliation? 2. Did the teacher ask questions and make explanations that promoted active reception learning? 3. Did the teacher facilitate a critical approach to information? 4. Did the teacher attempt to clarify students’ misunderstandings of confusions?

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