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Advanced Organiser Model - old

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Advanced Organiser Model - old

  1. 1. Madhavi Dharankar dharankar.madhavi@yahoo.com
  2. 2. David Ausubel (1918- 2008) Meaningful Verbal Learning
  3. 3.  Developer: David Ausubel How knowledge is How the mind works to process organised (curriculum) new information How teachers can make use of these ideas Progressive Differentiation Integrative Reconciliation Madhavi_Dharankar_Models_of_Teaching 3
  4. 4.  AO is NOT  A part of the content / of the teaching material  A summary of the teaching material  AO is wider in scope and is more abstract  AO comes right in the beginning of a lesson  Two ends of AO  Previous Knowledge of the learner  New knowledge to be acquired
  5. 5. Types of Advance Organisers Expository Comparative Generalization Analogy Concept, Definition Comparison Madhavi_Dharankar_Models_of_Teach ing 5
  6. 6. 1. Presentation of Advanced Organiser • Clarify aims of the lesson • Present Advanced Organiser • Prompt awareness of relevant knowledge 1. Presentation of Learning Material • Make organisation explicit • Make logical order of learning material explicit • Present material logically 1. Strengthening Cognitive Organisation • Use principles of integrative reconciliation • Promote active reception • Elicit critical approach • Clarify Madhavi_Dharankar_Models_of_Teach ing 6
  7. 7.  General  Highly structured  Active collaboration between teacher and leaner  Specific  Phase 1 and 2: Main Role of the Teacher  Phase 3: Teacher and Student are at the same level
  8. 8.  General  Negotiation of meaning  Responsibility of connecting organiser and material  Specific  Teacher  To solve doubts of the students  To help in identifying the similarities and diffferences between the old and the new knowledge  Student  To get the doubts clarified
  9. 9.  Data- rich  Well- organised Material  Possible Options: Pictures, Films, Charts, Models, Concept Maps, etc
  10. 10.  Instructional Effects  Conceptual structures  Meaningful assimilation of information and ideas  Nurturant Effects  Interest in inquiry  Habits of precise thinking Madhavi_Dharankar_Models_of_Teach ing 10
  11. 11. Geometrical Figures Single Dimension 2D 3D Ray Line Open Closed Cone Sphere Rectangular Plane Angle Triangle Quadrilateral Cube Parallelepiped Arc Pentagon Circle Prism Pyramid Madhavi_Dharankar_Models_of_Teach ing 11
  12. 12.  Interactive Model  Usage of Deductive approach  Brings out importance of even not-so-popular method like Lecturing  Usage of examples and explanations to a greater extent

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