Advance Organizer PPT. by Mary Krystle Dawn D. Sulleza

1. Advance Organizer
(Mary Krystle Dawn D. Sulleza)

2. 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.

3. 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?

4. 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.

5. 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.

6. Function of Advance
Organizer:
"to provide ideational scaffolding for
the stable incorporation and
retention of more detailed and
differentiated material."

7. 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.

8. 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

9. Skimming
focusing 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:

10. 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.

11. 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)

12. 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)

13. 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:

14. 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.

15. 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.

16. 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.
REFERENCES: