Advance Organizer

(Mary Krystle Dawn D. Sulleza)

What is an Advance Organizer?

An instructional unit that is used before direct instruction, or before a new topic.

Like cognitive roadmaps that allow students to see where they have been and where they are going.

(Eggen and Kauchak)

It is “the intellectual scaffolding” for subsequent learning.

Act as a subsuming bridge between new learning material and existing related ideas.

A visual, title, graph or question which presents a structure for the new material by relating it to the learner's existing knowledge.

A deductive information teaching model designed to teach interrelated bodies of content and generalizations.

What is an Advance Organizer?

Proponent of Advance Organizer:

David Ausubel (1963)an educational psychologist who was interested in the way knowledge is organized and how the human mind organizes ideas.

David Ausubel wrote :

First, organizers provide advance ideational scaffolding.

Second, they provide the learner with generalized overview of all major similarities and differences.

Finally, they create an advance set in the learner to perceive similarities and differences.

Function of Advance Organizer:

"to provide ideational scaffolding for the stable incorporation and retention of more detailed and differentiated material."

Main Purpose of an Advance Organizer:

To influence cognitive processing in several ways, including but not limited to providing prerequisite knowledge or helping learners to make connections between incoming information and prior knowledge.

Different Types of Advance Organizer:

Expository organizer describes the new content

Comparative Organizers designed to discriminate between

the old and new concepts to prevent confusion caused by their similarity

Narrative Presents the new information in the

form of a story to students

Skimmingfocusing on highlighted information (headings).

Graphic Organizer A method of presenting information in the visual realm.

A KWL chart Used at any age and for any

subject matter

Different Types of Advance Organizer:

Syntax for the Advance Organizer Model

(Joyce, Weil, & Calhoun, 2004)

Phase 1: Presentation of Advance Organizer

• Clarify the aims of the lesson.• Present organizer.• Identify defining attributes• Give examples or illustrations when

needed• Provide context.• Repeat.• Prompt awareness of learner’s relevant

knowledge and experience.

Phase 2: Presentation of Learning task or material

• Present material.• Make logical order of learning material

explicit.• Link material to organizer.

Syntax for the Advance Organizer Model

(Joyce, Weil, & Calhoun, 2004)

Phase 3: Strengthening of the cognitive organization

• Use principles of integrative reconciliation

• Elicit critical approach to subject matter.

• Clarify ideas.

• Apply ideas actively.

Syntax for the Advance Organizer Model

(Joyce, Weil, & Calhoun, 2004)

Structure the near and distance learning environment.

Students are always prepared for class and never behind.

Students comprehend content presented by the instructor more quickly.

Engage all students equally.

ADVANTAGES:

ADVANTAGES:

You will find it easier to connect new information with what you already know about the topic

You can readily see how the concepts in a certain topic are related to each other.

Advance organizers are a tool to enhance retention.

Promote transfer and life-long learning.

DISADVANTAGES:

Grading large numbers of assignments.

Some students complain about “busy work.”

Some students prefer passive learning.

Some may argue that advanced organizers are an effective strategy for elementary education, but not for adult learners.

Corpuz, Brenda B., Salandan, Gloria G., Rigor, Dalisay V. 2006. Principles of Teaching 2. Lorimar Publishing, Inc. Pages 100-102.

Lucas, Maria Rita D., Corpuz, Brenda B. 2007. Facilitating Learning: A Metacognitive Process. Lorimar Publishing, Inc. Pages 119-120.

Ornstein, Allan C., Lasley, Thomas J. II., Mindes, Gayle. 2005. Secondary and Middle School Methods. Pages

Woolfolk, Anita E. 1998. Educational Psychology. 7th Edition. Allyn and Bacon. Pages 341-343.

Arends, Richard I. 1994. Learning to Teach. 3rd Edition. McGraw-Hill, Inc. Pages 255-264.

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