Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Madhavi Dharankardharankar.madhavi@yahoo.com
DavidAusubel(1918- 2008)MeaningfulVerbalLearning
   Developer: David Ausubel     How knowledge is                             How the mind works to process     organised ...
   AO is NOT     A part of the content / of the teaching material     A summary of the teaching material   AO is wider...
Types of Advance Organisers      Expository                                 Comparative                Generalization     ...
1.       Presentation of Advanced Organiser     •     Clarify aims of the lesson     •     Present Advanced Organiser     ...
   General     Highly structured     Active collaboration between teacher and leaner   Specific     Phase 1 and 2: Ma...
   General     Negotiation of meaning     Responsibility of connecting organiser and material   Specific       Teache...
   Data- rich   Well- organised Material   Possible Options: Pictures, Films, Charts,    Models, Concept Maps, etc
   Instructional Effects     Conceptual structures     Meaningful assimilation of information and ideas   Nurturant Ef...
Geometrical FiguresSingle Dimension                      2D                                     3D  Ray     Line         O...
   Interactive Model   Usage of Deductive approach   Brings out importance of even not-so-popular    method like Lectur...
Advanced Organiser Model
Upcoming SlideShare
Loading in …5
×

Advanced Organiser Model

20,510 views

Published on

This PPT deals with the info about Advanced Organiser Model (AOM)

Published in: Education

Advanced Organiser Model

  1. 1. Madhavi Dharankardharankar.madhavi@yahoo.com
  2. 2. DavidAusubel(1918- 2008)MeaningfulVerbalLearning
  3. 3.  Developer: David Ausubel How knowledge is How the mind works to process organised (curriculum) new information How teachers can make use of these ideasProgressive Differentiation Integrative Reconciliation Madhavi_Dharankar_Models_of_Teaching 3
  4. 4.  AO is NOT  A part of the content / of the teaching material  A summary of the teaching material AO is wider in scope and is more abstract AO comes right in the beginning of a lesson Two ends of AO  Previous Knowledge of the learner  New knowledge to be acquired
  5. 5. Types of Advance Organisers Expository Comparative Generalization AnalogyConcept,Definition Comparison Madhavi_Dharankar_Models_of_Teach ing 5
  6. 6. 1. Presentation of Advanced Organiser • Clarify aims of the lesson • Present Advanced Organiser • Prompt awareness of relevant knowledge1. Presentation of Learning Material • Make organisation explicit • Make logical order of learning material explicit • Present material logically1. Strengthening Cognitive Organisation • Use principles of integrative reconciliation • Promote active reception • Elicit critical approach • Clarify Madhavi_Dharankar_Models_of_Teach ing 6
  7. 7.  General  Highly structured  Active collaboration between teacher and leaner Specific  Phase 1 and 2: Main Role of the Teacher  Phase 3: Teacher and Student are at the same level
  8. 8.  General  Negotiation of meaning  Responsibility of connecting organiser and material Specific  Teacher  To solve doubts of the students  To help in identifying the similarities and diffferences between the old and the new knowledge  Student  To get the doubts clarified
  9. 9.  Data- rich Well- organised Material Possible Options: Pictures, Films, Charts, Models, Concept Maps, etc
  10. 10.  Instructional Effects  Conceptual structures  Meaningful assimilation of information and ideas Nurturant Effects  Interest in inquiry  Habits of precise thinking Madhavi_Dharankar_Models_of_Teach ing 10
  11. 11. Geometrical FiguresSingle Dimension 2D 3D Ray Line Open Closed Cone Sphere Rectangular Plane Angle Triangle Quadrilateral Cube Parallelepiped Arc Pentagon Circle Prism Pyramid Madhavi_Dharankar_Models_of_Teach ing 11
  12. 12.  Interactive Model Usage of Deductive approach Brings out importance of even not-so-popular method like Lecturing Usage of examples and explanations to a greater extent

×