Advance Organizer Model is given by David Ausubel
who is one of the educational psychologist. This theory of meaningful verbal
learning deals with 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). This model is designed to strengthen student’s cognitive
structure.
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. 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.
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.
Structures
Ausubel
maintains that a person’s existing cognitive structure is the foremost factor
governing whether new material will be meaningful and how well it can be
acquired and retained.
As
per the views of Ausubel there is a parallel between the way subject matter is
organized and the way people organize knowledge in their minds (their cognitive
structures).In the present study AOM is used as a tool to help the students to
attain the concepts of English Grammar with the comprehension of study material
of secondary level IX grade students.
COMPONENTS OF
ADVANCE ORGANIZER MODEL
(a) Syntax:
The
Advance Organizer Model has three phases of activity. Phase one is the
presentation of the advance organizer; Phase two is the presentation of the
learning task or learning material; and Phase three is the strengthening of
cognitive organization. Phase three tests the relationship of the learning
material to existing ideas to bring about an active learning process.
Diagram 1
Syntax of the
Advance Organizer Model
Table 1
Phases of
Advance Organizer Model
Phase
|
Outline
|
Activity
|
Phase one
|
Presentation of Advance
Organizer
|
1.
Clarify aims of the lesson.
2.
Present organizer:-
a.
Identify defining attributes
b.
Give examples
c.
Provide context
d.
Repeat
|
3.
Prompt awareness of learner’s relevant knowledge
and experience.
|
||
Phase two
|
Presentation of learning Task
or Material
|
1.
Present material.
2.
Maintain attention.
3.
Make organization explicit.
4.
Make logical order of learning material explicit.
|
Phase three
|
Strengthening Cognitive
organization
|
1.
Use principles of integrative reconciliation.
|
2.
Promote active reception learning.
3.
Elicit critical approach to subject matter.
4.
Clarify.
|
(b) 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.
(c) 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.
(d) 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.
(e) 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.
Diagram 2
Instructional and
Nurturant Effects af AOM
Diagram 3
A Diagrammatic
Representation of Strategies of AOM
Diagram 4
Concept
Attainment Model and Advance Organizer Model as the Member of Information
Processing Family
