EdTe 226
Advance Organizer Description
Objectives and Assignments Strategy Description Strategy Template Student Examples Strategy Rubric Comparing Models Resources   Syllabus Calendar	Context: You have now been introduced to Inductive Reasoning and Concept Attainment. Inductive Reasoning allows students to begin to categorize attributes and/or examples together to determine commonalities. The intent of this model is to have students learn about the process of categorizing and to begin to establish specific concepts (concepts can be the outcomes of categorizing e.g. categorizing is the process and concepts are the products.) The intent of this model is to have students relate new information to their own experiences. The Concept Attainment usually follows after students have had exposure to concepts and the purpose is to determine if they know the significant attributes of the concept, if they can name the concept and if they can add other examples (apply the concept.)   Advance Organizer: This model is also about concepts, however it is about having the students understand systems of concepts, e.g. how concepts are related to one another. This model is about analysis: understanding a "whole" and its parts and how the parts are related to one another. The creator of this model, David Ausubel was concerned that students either focus on factual information that may not be retained without having some meaning to the student or an over reliance on discovery learning in which students had "hands-on" experiences but may not be exposed to very much content. He was also concerned that many materials were not very well organized and thus it was left up to the student to figure out complex organization of information. Ausubel focused on disciplines and the concepts related to those disciplines. Following is a powerpoint presentation which introduces the advance organizer model. Power Point presentation: Advance Organizers may be developed to begin a lesson, to begin a unit or to introduce a whole area of study (e.g. algebra, sociology, physics or fairy tales). may come in the middle of say a unit, if it is introducing a new subsection, new information. may be verbal or graphic students will actively process information (students are not passive), understand domain and then use the information for problem solving. The resource section has web links to more information on Advance Organizers. Graphic Organizers many times indicate thinking processes: comparisons (Venn diagram, matrix, T chart), analysis (concepts maps, matrix), category systems etc. not all graphic organizers are advance organizers and not all advance organizers are graphic. in order for a graphic organizer to be an advance organizer it must have concepts and demonstrate how the concepts are related to one another.   Feelings : Trigonometry formulas one yes example 3 No examples House on Maple Street (PDF)   Graphic organizers web links
EdTe 226	California State University, Sacramento October, 2001