गवेषणा: 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.

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