AOM Theory - March 2020
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The Advance Organizer Model (AOM) was developed by David Ausubel to explain how knowledge is organized in the curriculum and processed in the mind. It describes how teachers can present new information using advance organizers, which are introductory materials that bridge previous and new knowledge. The AOM involves 3 steps: 1) presenting an advance organizer, 2) presenting learning material in a logical order, and 3) strengthening cognitive organization through integration and reconciliation. It emphasizes structured, active collaboration between teachers and students and negotiation of meaning to connect new ideas to prior knowledge.
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Advanced Organiser Model - old
This document discusses David Ausubel's theory of meaningful verbal learning and advance organizers. It provides three key points:
1. David Ausubel developed the theory of meaningful verbal learning and advance organizers, which focuses on how knowledge is organized and how the mind processes new information.
2. An advance organizer presents abstract and general information before a learning task to facilitate the assimilation of new knowledge. It establishes a cognitive framework to anchor and clarify new concepts.
3. Using advance organizers can improve conceptual structures and meaningful assimilation of ideas. It also nurtures interests in inquiry and habits of precise thinking.
Cues, Questions, and Advance Organizers
Sherri Helterbrand's presentation on "Cues, Questions, and Advance Organizers", prepared for Bright Local Schools Summer Academy, August 1, 2012
Graphic organizers
Graphic/advance organizers are visual tools that help organize information to facilitate learning. They appeal to multiple learning styles and can provoke more interest than text alone. Research shows that graphic organizers are effective when used appropriately at different stages of instruction across subject areas. Key factors in their effectiveness include grade level, instructional context, ease of use, and point of implementation in the learning process. When used correctly, graphic organizers provide benefits to both students and teachers in organizing and assessing understanding of concepts.
Ausbel's Reception Learning & Advance Organizer Model
David Ausubel introduced the advance organizer model of teaching. The model has three phases: (1) presentation of an advance organizer to link new content to prior knowledge, (2) presentation of the new learning task, and (3) strengthening cognitive organization through comparison/contrast and clarification. An advance organizer provides an introductory framework to facilitate meaningful learning. The model requires a structured social system with an active teacher role and collaboration between students. It aims to promote both instructional and nurturant learning outcomes. Different types of advance organizers include expository, narrative, skimmed, and graphic organizers.
Advance organizer model
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
Concept Development
The document discusses the concept development model, which involves building general understandings from specific examples. It describes concept development as acquiring vocabulary through concepts and extending knowledge by refining information in "filing cabinets" that represent concepts. The key steps in concept development are listing associated items, grouping like items, labeling groups, regrouping items under other concepts, and forming generalizations. Teachers can structure and implement concept development lessons flexibly based on student groupings and pacing.
Chapter 4 – cues, questions and advance
This document discusses cues, questions, and advance organizers as instructional strategies for setting the stage for learning. It defines each strategy and provides examples. Cues and questions activate prior knowledge to help students connect new ideas. Advance organizers help students organize and make sense of new content by providing structure before a learning activity. The document recommends using technology like word processors and data analysis tools to create effective cues, questions, and advance organizers to support classroom instruction.
Instructional Strategies
Discusses the strategies to be used when teaching content such as Facts, Concepts and Procedures. This presentation is aligned to the MRK Instructional Design Model.
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Advanced Organiser Model - old
This document discusses David Ausubel's theory of meaningful verbal learning and advance organizers. It provides three key points:
1. David Ausubel developed the theory of meaningful verbal learning and advance organizers, which focuses on how knowledge is organized and how the mind processes new information.
2. An advance organizer presents abstract and general information before a learning task to facilitate the assimilation of new knowledge. It establishes a cognitive framework to anchor and clarify new concepts.
3. Using advance organizers can improve conceptual structures and meaningful assimilation of ideas. It also nurtures interests in inquiry and habits of precise thinking.
Cues, Questions, and Advance Organizers
Sherri Helterbrand's presentation on "Cues, Questions, and Advance Organizers", prepared for Bright Local Schools Summer Academy, August 1, 2012
Graphic organizers
Graphic/advance organizers are visual tools that help organize information to facilitate learning. They appeal to multiple learning styles and can provoke more interest than text alone. Research shows that graphic organizers are effective when used appropriately at different stages of instruction across subject areas. Key factors in their effectiveness include grade level, instructional context, ease of use, and point of implementation in the learning process. When used correctly, graphic organizers provide benefits to both students and teachers in organizing and assessing understanding of concepts.
Ausbel's Reception Learning & Advance Organizer Model
David Ausubel introduced the advance organizer model of teaching. The model has three phases: (1) presentation of an advance organizer to link new content to prior knowledge, (2) presentation of the new learning task, and (3) strengthening cognitive organization through comparison/contrast and clarification. An advance organizer provides an introductory framework to facilitate meaningful learning. The model requires a structured social system with an active teacher role and collaboration between students. It aims to promote both instructional and nurturant learning outcomes. Different types of advance organizers include expository, narrative, skimmed, and graphic organizers.
Advance organizer model
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
Concept Development
The document discusses the concept development model, which involves building general understandings from specific examples. It describes concept development as acquiring vocabulary through concepts and extending knowledge by refining information in "filing cabinets" that represent concepts. The key steps in concept development are listing associated items, grouping like items, labeling groups, regrouping items under other concepts, and forming generalizations. Teachers can structure and implement concept development lessons flexibly based on student groupings and pacing.
Chapter 4 – cues, questions and advance
This document discusses cues, questions, and advance organizers as instructional strategies for setting the stage for learning. It defines each strategy and provides examples. Cues and questions activate prior knowledge to help students connect new ideas. Advance organizers help students organize and make sense of new content by providing structure before a learning activity. The document recommends using technology like word processors and data analysis tools to create effective cues, questions, and advance organizers to support classroom instruction.
Instructional Strategies
Discusses the strategies to be used when teaching content such as Facts, Concepts and Procedures. This presentation is aligned to the MRK Instructional Design Model.
Concept attainment model
This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.
2b
1) The document discusses the teaching of mathematics across different grade levels, covering topics such as the nature of mathematics, scope at primary and secondary levels, strategies based on objectives like problem solving and concept attainment, theoretical basis for problem solving strategies, techniques for problem solving, and evaluating student performance.
2) Key strategies discussed include problem solving, concept attainment, and understanding goals through approaches like authority teaching, interaction, discovery and teacher-controlled presentations.
3) Evaluation of mathematics learning incorporates both testing procedures like individual/group tests and non-testing procedures such as interviews, questionnaires and anecdotal records.
Teaching Methods
Teaching methods refer to the general principles, pedagogy, and management strategies used for classroom instruction. Concept mapping is a structured conceptualization technique that allows students to visualize connections between ideas. It can be used by groups to develop conceptual frameworks to guide evaluation or planning. The purpose of concept mapping is to help students develop understanding of a body of knowledge, explore new information and relationships, access prior knowledge, gather and share new knowledge, and design structures or processes.
Afni
Problem-based learning (PBL) is a student-centered pedagogy that uses real-world problems as a context for students to learn about critical thinking and problem solving. It has three key characteristics: it uses small collaborative groups, is centered around authentic problems rather than abstract concepts, and encourages self-directed learning. PBL aims to help students develop skills like communication, research, and lifelong learning by giving them responsibility for their own education in response to challenging issues. While some argue it lacks structure or depth, proponents believe PBL better prepares students for professional problem solving after graduation.
Robert Gagne: Learning and Instruction
Robert Gagne was an experimental psychologist known for developing the theory of instruction which consists of five types of learning and nine events of instruction. His theory emphasizes building instruction on a hierarchy of simple to complex skills. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
Group 4 smart objectives
The document discusses guidelines for developing effective learning objectives and selecting appropriate content, including ensuring objectives are SMART, considering different cognitive levels, and choosing valid, significant content that incorporates facts, skills, and attitudes. It also outlines principles for selecting teaching strategies, such as using active learning, engaging multiple senses, and incorporating emotion, as well as research on how the brain learns best with real-life problems, projects, and mnemonic devices.
Gagne's Conditions of Learning ppt.
Gagne's theory of instruction outlines nine instructional events that are meant to support different types of learning outcomes. The nine events are gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimulus materials, providing guidance for learning, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne also categorized five different types of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Each learning outcome requires different instructional conditions and events.
What is meaningful learning?
Meaningful learning requires active engagement through manipulation of objects and parameters to observe results. It is characterized as being synergetic, interrelated, interactive, and interdependent. There are several types of meaningful learning, including active learning through manipulation and observation; constructive learning by integrating new experiences with prior knowledge; intentional learning by establishing goals; authentic learning through real-world contexts; and cooperative learning through group work and collaboration. Technology can facilitate learning by providing rich media for knowledge construction and conversation rather than knowledge reproduction, and by engaging learners in articulation, collaboration, and reflection rather than repetition or prescription.
Problem-Based Learning
The document discusses key aspects of designing effective problems for problem-based learning (PBL). It states that PBL problems should: [1] promote higher-order thinking by requiring students to recognize knowledge gaps when first analyzing the problem; [2] require students to search for new knowledge and understanding to find a solution; and [3] provide context for connecting new ideas to prior knowledge. The document also notes that effective PBL problems should motivate learning through real-world relevance and open-ended questions.
Marzano’S Best Practices And Instructional Strategies
Marzano's research identifies several effective instructional strategies that can improve student learning across content areas including identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, and setting objectives and providing feedback. These strategies require specific implementation techniques and teacher feedback to achieve their full effect on student learning as reported in research. While cooperative learning and other strategies can be effective, students also need time for independent skill practice and not all strategies work in every situation.
Ausubel meaninful learning
David Ausubel developed the theory of meaningful learning which posits that learning occurs best when new information is related to what the learner already knows through the processes of subsumption, derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. According to Ausubel, meaningful learning involves incorporating new concepts and propositions into existing cognitive frameworks using techniques like advance organizers to highlight relationships between new and existing knowledge.
Concept attainment model
This document provides an overview of the concept attainment model, a learning model developed by Jerome Bruner, Goodnow and George Austin in 1956. The concept attainment model is based on their research on thinking and aims to develop conceptual learning in students. It introduces students to the nature of concepts and provides training for concept attainment and clarification of known concepts. The model involves three phases - presenting examples to identify a concept, testing students' attainment of the concept, and analyzing student thinking strategies. The teacher's role is to support student hypotheses and focus attention on conceptual analysis. The model uses positive and negative examples to help students acquire new concepts through inductive reasoning.
PD2 reform practices
Teachers participate in professional development session where the focus is using the mathematical practices to teach CCSS to develop conceptual and procedural knowledge in students.
Guided math power_point_by_the_author_of_guided_math
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Aims & Objectives and booms taxonomy
This document discusses the aims and objectives of teaching and learning, including Bloom's Taxonomy. It defines the differences between goals, aims, and objectives, with objectives being more specific and achievable in the short-term compared to aims. It also describes the different domains in Bloom's Taxonomy - cognitive, affective, and psychomotor - and provides examples of learning objectives for each hierarchical level within the domains. Specific methods for writing clear, measurable learning objectives are also outlined.
Effective Pedagogy
Effective pedagogy in mathematics is represented by creating a supportive learning environment, encouraging reflective thought and action, enhancing the relevance of new learning, facilitating shared learning, making connections to prior learning, providing sufficient opportunities to learn, teaching as inquiry, and exploring e-learning. Teachers should attend to student diversity, design tasks that require critical thinking, help students see how abstract skills apply contextually, cultivate the class as a learning community through group work and discussion, build on student background knowledge, and inquire into the impact of their teaching strategies on student understanding.
A guide to instructional practice in teaching & learning
The document discusses instructional practices and learning theories. It provides an overview of different learning theories including behavioral, cognitive, constructivist, and situative approaches. It also discusses aspects of instructional design like learning outcomes, resources, assessments, and applying learning theories to pedagogical approaches. Group activities are suggested to identify desirable stages of instructional practice and align them with theoretical models.
Principle of Underlying
This document outlines four levels of instructional focus, with higher levels establishing broader conceptual focuses rather than specific page or chapter assignments. Level 1 focuses on a single textbook page. Level 2 adds an announced topic to the page reference. Level 3 focuses on broad concepts or problems rather than specifics. Level 4's focus is on concepts, problems, or skills needed to complete an undertaking, allowing flexibility and acquisition of more information.
Teaching Mathematics
The document discusses issues students with disabilities face in math including perceptual, language, reasoning, and memory challenges. It then describes considerations for instruction including differentiated instruction, metacognitive strategies, progress monitoring, and the use of instructional technology and Universal Design for Learning to address diverse needs. Specific strategies are provided such as concrete-representational-abstract instruction, mnemonic devices, graphic organizers, and technology tools to enhance math curriculum.
modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Models of teaching
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
Integrative model
The Integrative Model is designed to help students develop a deep understanding of organized bodies of knowledge while also developing critical thinking skills. It is based on the work of Hilda Taba. Teachers begin by displaying information in a matrix. Students analyze the information to form schemas and link concepts. This results in a deeper understanding. The goals are to understand organized knowledge and use critical thinking by finding patterns and forming explanations. Teachers guide students through open-ended exploration of the data, making causal explanations, hypothesizing, and generalizing to increase understanding and motivation.
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This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.
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1) The document discusses the teaching of mathematics across different grade levels, covering topics such as the nature of mathematics, scope at primary and secondary levels, strategies based on objectives like problem solving and concept attainment, theoretical basis for problem solving strategies, techniques for problem solving, and evaluating student performance.
2) Key strategies discussed include problem solving, concept attainment, and understanding goals through approaches like authority teaching, interaction, discovery and teacher-controlled presentations.
3) Evaluation of mathematics learning incorporates both testing procedures like individual/group tests and non-testing procedures such as interviews, questionnaires and anecdotal records.
Teaching Methods
Teaching methods refer to the general principles, pedagogy, and management strategies used for classroom instruction. Concept mapping is a structured conceptualization technique that allows students to visualize connections between ideas. It can be used by groups to develop conceptual frameworks to guide evaluation or planning. The purpose of concept mapping is to help students develop understanding of a body of knowledge, explore new information and relationships, access prior knowledge, gather and share new knowledge, and design structures or processes.
Afni
Problem-based learning (PBL) is a student-centered pedagogy that uses real-world problems as a context for students to learn about critical thinking and problem solving. It has three key characteristics: it uses small collaborative groups, is centered around authentic problems rather than abstract concepts, and encourages self-directed learning. PBL aims to help students develop skills like communication, research, and lifelong learning by giving them responsibility for their own education in response to challenging issues. While some argue it lacks structure or depth, proponents believe PBL better prepares students for professional problem solving after graduation.
Robert Gagne: Learning and Instruction
Robert Gagne was an experimental psychologist known for developing the theory of instruction which consists of five types of learning and nine events of instruction. His theory emphasizes building instruction on a hierarchy of simple to complex skills. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
Group 4 smart objectives
The document discusses guidelines for developing effective learning objectives and selecting appropriate content, including ensuring objectives are SMART, considering different cognitive levels, and choosing valid, significant content that incorporates facts, skills, and attitudes. It also outlines principles for selecting teaching strategies, such as using active learning, engaging multiple senses, and incorporating emotion, as well as research on how the brain learns best with real-life problems, projects, and mnemonic devices.
Gagne's Conditions of Learning ppt.
Gagne's theory of instruction outlines nine instructional events that are meant to support different types of learning outcomes. The nine events are gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimulus materials, providing guidance for learning, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne also categorized five different types of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Each learning outcome requires different instructional conditions and events.
What is meaningful learning?
Meaningful learning requires active engagement through manipulation of objects and parameters to observe results. It is characterized as being synergetic, interrelated, interactive, and interdependent. There are several types of meaningful learning, including active learning through manipulation and observation; constructive learning by integrating new experiences with prior knowledge; intentional learning by establishing goals; authentic learning through real-world contexts; and cooperative learning through group work and collaboration. Technology can facilitate learning by providing rich media for knowledge construction and conversation rather than knowledge reproduction, and by engaging learners in articulation, collaboration, and reflection rather than repetition or prescription.
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The document discusses key aspects of designing effective problems for problem-based learning (PBL). It states that PBL problems should: [1] promote higher-order thinking by requiring students to recognize knowledge gaps when first analyzing the problem; [2] require students to search for new knowledge and understanding to find a solution; and [3] provide context for connecting new ideas to prior knowledge. The document also notes that effective PBL problems should motivate learning through real-world relevance and open-ended questions.
Marzano’S Best Practices And Instructional Strategies
Marzano's research identifies several effective instructional strategies that can improve student learning across content areas including identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, and setting objectives and providing feedback. These strategies require specific implementation techniques and teacher feedback to achieve their full effect on student learning as reported in research. While cooperative learning and other strategies can be effective, students also need time for independent skill practice and not all strategies work in every situation.
Ausubel meaninful learning
David Ausubel developed the theory of meaningful learning which posits that learning occurs best when new information is related to what the learner already knows through the processes of subsumption, derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. According to Ausubel, meaningful learning involves incorporating new concepts and propositions into existing cognitive frameworks using techniques like advance organizers to highlight relationships between new and existing knowledge.
Concept attainment model
This document provides an overview of the concept attainment model, a learning model developed by Jerome Bruner, Goodnow and George Austin in 1956. The concept attainment model is based on their research on thinking and aims to develop conceptual learning in students. It introduces students to the nature of concepts and provides training for concept attainment and clarification of known concepts. The model involves three phases - presenting examples to identify a concept, testing students' attainment of the concept, and analyzing student thinking strategies. The teacher's role is to support student hypotheses and focus attention on conceptual analysis. The model uses positive and negative examples to help students acquire new concepts through inductive reasoning.
PD2 reform practices
Teachers participate in professional development session where the focus is using the mathematical practices to teach CCSS to develop conceptual and procedural knowledge in students.
Guided math power_point_by_the_author_of_guided_math
The document describes the Guided Math instructional framework developed by Laney Sammons. It is a flexible approach that uses whole class instruction, small group work, and independent work to meet students' unique needs. Key aspects include establishing a numerate classroom environment, ongoing assessment to form flexible groups, and using whole class, small group, and independent work components daily. The goal is to promote deep understanding and address gaps through differentiated instruction.
Aims & Objectives and booms taxonomy
This document discusses the aims and objectives of teaching and learning, including Bloom's Taxonomy. It defines the differences between goals, aims, and objectives, with objectives being more specific and achievable in the short-term compared to aims. It also describes the different domains in Bloom's Taxonomy - cognitive, affective, and psychomotor - and provides examples of learning objectives for each hierarchical level within the domains. Specific methods for writing clear, measurable learning objectives are also outlined.
Effective Pedagogy
Effective pedagogy in mathematics is represented by creating a supportive learning environment, encouraging reflective thought and action, enhancing the relevance of new learning, facilitating shared learning, making connections to prior learning, providing sufficient opportunities to learn, teaching as inquiry, and exploring e-learning. Teachers should attend to student diversity, design tasks that require critical thinking, help students see how abstract skills apply contextually, cultivate the class as a learning community through group work and discussion, build on student background knowledge, and inquire into the impact of their teaching strategies on student understanding.
A guide to instructional practice in teaching & learning
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Principle of Underlying
This document outlines four levels of instructional focus, with higher levels establishing broader conceptual focuses rather than specific page or chapter assignments. Level 1 focuses on a single textbook page. Level 2 adds an announced topic to the page reference. Level 3 focuses on broad concepts or problems rather than specifics. Level 4's focus is on concepts, problems, or skills needed to complete an undertaking, allowing flexibility and acquisition of more information.
Teaching Mathematics
The document discusses issues students with disabilities face in math including perceptual, language, reasoning, and memory challenges. It then describes considerations for instruction including differentiated instruction, metacognitive strategies, progress monitoring, and the use of instructional technology and Universal Design for Learning to address diverse needs. Specific strategies are provided such as concrete-representational-abstract instruction, mnemonic devices, graphic organizers, and technology tools to enhance math curriculum.
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The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
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The document discusses the Advance Organizer Model proposed by educational psychologist David Ausubel. The model has three phases: 1) presenting an advance organizer, 2) presenting the learning task or material, and 3) strengthening cognitive organization by testing how the material relates to existing ideas. According to the model, the teacher organizes the subject matter and presents it to learners through lectures and tasks to help them integrate what they have learned. The effectiveness of the advance organizer depends on an appropriate relationship between the conceptual organizer and the content.
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EDU 573 Instructional MethodsDaily Math Lesson Plan- Deve
EDU 573: Instructional Methods
Daily Math Lesson Plan- Development Part I
Taya Hervey-McNutt
Dr. Hau Nguyen – Course Instructor
Strayer University
January 26, 2022
Lesson Plan-Daily Math Lesson
Teacher’s Name Professor Allen
Date of Lesson 14-02-2022
Time of Lesson 10:05 a.m.
Subject The concept is Single subjected; Observation.
Factors that can affect
what you can teach
The first factor is class size. The classroom is small, which
makes it very convenient to teach the subject. The small class
size will help increase student engagement and make them
have a higher ability to adapt to educational and intellectual
challenges that they will likely face.
The next factor is time. Over the years, it has been deduced
that the time of the day significantly impacts students'
achievement. The selected time is suitable as it matches their
scores and learning style preferences.
The other factor is space. Students will be placed at a safe
distance from one another to ensure they are in a tidy and
clean environment, which will make them more focused and
have motivation towards the lesson.
Class Demographics
There are 402 students. Their average age is six years. There
are a total of 218 girls and 184 boys. On average, the
economic status of the students in the middle.
The ability levels of the students are as follows: visual
learners, auditory learners, writing learners, and kinesthetic
learners.
The school setting is learner-centered. This is the case since
the learning institution assesses students' needs, for instance,
allowing students to create their own meaning according to
the previous knowledge.
A brief summary of the schedule is 8:20-9:00 as arrival time,
9:25 clean up, 10:00 – 10:45 math talk, and 10:45 to 11:00,
individual/partner work, 11:15 dismissal.
The teachers' qualities include love for their work, creativity,
flexibility, patience, sense of humor, and compassion.
Three potential
advantages to teaching
this mix of students.
In this environment, teachers mix students with mixed
abilities, which allows them to learn and accept their
differences.
A teacher will have an easy time placing the students into
discussion groups or engaging the class in the discussion
because each student has their own perspective on things.
The high-level students can assist lower-level learners by
encouraging and modeling them.
Two potential challenges
to teaching this mix of
students.
Teachers face the challenge of teaching effectively because
they will be required to know every student's ability and
identify a suitable way of teaching them.
It is possible that teachers may feel out of touch with the
learners when they post negatively unintended outcomes.
Scope
● The time to teach
this lesson.
● Classroom
resources
● How this lesson
plan fits into either
a single-subject
curriculum or
connects as an
interdisciplinary
plan
1. The lesson will be taught at 10:05 a.m. Usually, students
tend to be better focused on learning at this time ...
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AOM Theory - March 2020
- 1. Information Processing Family Advance Organiser Model (AOM) Dr Madhavi Dharankar Asso Prof, Dept of Educational Technology, SNDTWU, Mumbai mdharankar@det.sndt.ac.in
- 3. AOM Developer: David Ausubel Madhavi_Dharankar_Models_of_Teaching 3 How knowledge is organised (curriculum) How the mind works to process new information How teachers can make use of these ideas Progressive Differentiation Integrative Reconciliation
- 4. Characteristics of Advance Organiser (AO) • 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. Madhavi_Dharankar_Models_of_Teaching 5 Types of Advance Organisers Expository Comparative Concept, Definition Generalization Comparison Analogy
- 6. AOM: Syntax 1. Presentation of Advanced Organiser • Clarify aims of the lesson • Present Advanced Organiser • Prompt awareness of relevant knowledge 2. Presentation of Learning Material • Make organisation explicit • Make logical order of learning material explicit • Present material logically 3. Strengthening Cognitive Organisation • Use principles of integrative reconciliation • Promote active reception • Elicit critical approach • Clarify Madhavi_Dharankar_Models_of_Teaching 6
- 7. AOM: Social System • General – Highly structured – Active collaboration between teacher and learner • Specific – Phase 1 and 2 : Main Role of the Teacher – Phase 3 : Teacher and Student are at the same level
- 8. AOM: Principles of Reaction • 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 differences between the old and the new knowledge – Student • To get the doubts clarified
- 9. AOM: Support System • Data- rich • Well- organised Material • Possible Options: Pictures, Films, Charts, Models, Concept Maps, etc
- 10. Madhavi_Dharankar_Models_of_Teaching 10 Geometrical Figures Single Dimension 2D 3D Ray Line Open Closed Plane Angle Arc Triangle Quadrilateral Pentagon Circle Cone Sphere Cube Rectangular Parallelepiped Prism Pyramid
- 11. AOM: Effects • Instructional Effects – Conceptual structures – Meaningful assimilation of information and ideas • Nurturant Effects – Interest in inquiry – Habits of precise thinking Madhavi_Dharankar_Models_of_Teaching 11
- 12. AOM: Educational Implications • 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