Saturday 27 December 2014

ADVANCE ORGANIZER MODEL

          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










CONCEPT ATTAINMENT MODEL

Concept Attainment Model is given by Jerome Bruner. This model requires a student to figure out the attributes of a category that is already formed in another person’s mind by comparing and contrasting example (called exemplars) that contain the characteristics (called attributes) of the concepts with examples that do not contain those attributes.
Examplars:
          Essentially the examplars are a subset of a collection of data or a data sets. The category is the subset or collection of examples that share one or more characteristics that are missing in the others. It is by comparing the positive examplars and contrasting them with the negative ones that the concept or category is learned.
          In the present study CAM is used as a tool to help the students to attain the concepts of English Grammar.
 COMPONENTS OF CONCEPT ATTAINMENT MODEL
(a)   Syntax

          In Concept Attainment Model phase one involves presenting data to the learner. Each unit of data is a separate example or non-example of the concept. The units are presented in pairs. The data may be events, people, objects, stories, pictures or any other discriminable units.
          In phase two, the students test their attainment of the concept, first by correctly identifying additional unlabeled examples of the concept and then by generating their own examples.
In phase three, students begin to analyze the strategies by which they attain concepts.
         Diagram 1
Syntax of the Concept Attainment Model



Table: 1
Phases of Concept Attainment Model
Phase
Outline
Activity
Phase One
Presentation of Data and Identification of Concept
    1.Teacher present labeled examples.
2.Students compare attributes in positive and negative example.
3.Students generate and test hypotheses.
4.Students state a definition according to the essential attributes.


 Phase Two
Testing Attainment of the Concept
1.     Students identify additional unlabeled examples as yes or no.
2.     Teacher confirms hypotheses, names concepts and re-states definitions according to essential attributes.
3.     Students generate examples.
Phase
Three
Analysis of Thinking Strategies
1.     Students describe thoughts.
2.     Students discuss role of hypotheses and attributes.
3.     Students discuss type and number of hypotheses.
   
(b)Social System
 Prior to teaching with the Concept Attainment Model, the teacher chooses the concept, selects and organizes the material into positive and negative examples and sequences the example. The three major functions of the teacher during concept attainment activity are to record, prompt (cue) and present additional data.
(c)Principle of Reaction
          During the flow of the lesson, the teacher needs to be supportive of the students’ hypotheses. In the later phase of the model, the teacher turn the students’ attention towards analysis of their concepts and their thinking strategies, again being very supportive.
(d)Support System
          Concept Attainment lessons require that positive and negative examplars be presented to the students. The data sources are known beforehand and the attributes visible. When students are presented with an example, they describe its characteristics (attributes), which can then be recorded.
(e)Instructional and Nurturant Effects
          Concept Attainment Model is designed for instruction on specific concepts and on the nature of concepts. With abstract concepts, the strategies nurture an awareness of alternative perspectives, a sensitivity to logical reasoning in communication and a tolerance of ambiguity. The instructional and nurturant effects of Concept Attainment Model are depicted in the following figure.
Diagram 2
Instructional and Nurturant Effects of CAM



Diagram 3
A Diagrammatic Representation of Strategies of CAM