ADVANCED ORGANISER MODEL

This model is based  up on the learning theory formulated by David Ausbal. His ideas are unique in the sense that while most modern educationalist condemn the method of teacher presentation in the class room. He thought to  improve the technique of presentation in such a way as to ensure meaningful learning. He stresses  mastery of academic material as an important goal of class room teaching.

In order to explain his ideas he introduces the term meaningful verbal learning. Verbal learning became inferior when it changes to rote learning instead of meaningful  learning. How the latter type of learning could be assured. According to him:

1.       Organization of knowledge or the curriculum content.

2.       Guiding learning in accordance with the principle by which human mind possess new information,

3.       Careful application of these principles by the teacher ,at the time of presentation.

To him effective education is one in which teachers are able to convey minimum information in a meaningful manner  .this is more so in the higher classes where the teacher play the role of the lecturer.

Few key concept have been explained.

A.      STUDENTS  EXISTING  COGINITIVE STRUCTURE

 At a given time and with the respect to given subject matter ,cognitive structure refer to a student’s knowledge of that matter with special reference to how much he knows ,how well he knows and how effectively the knowledge is structured . According to him ,how meaningfully a student can learn new material can depends on his cognitive structure .Hence, before new knowledge is presented  ,the teacher should ensure the clarity and sufficiency of the existing cognitive structure. It is  the absence of this verbal learning degenerate to rote learning.

B.      MEANINGFUL LEARNING SET

 This is a condition in which connections could be easily be established between the  new material to be learnt and the related material that already exist in the cognitive structure . Such a mental set makes the learned ready to receive  the new knowledge.

C.      STRUCTURE OF CONCEPT

 Each discipline has a structure of concept, hierarchically organized. While organizing the knowledge in a cognitive structure ,human  mind  has the tendency to follow the same  hierarchical order .

D.      ADVANCER ORGANISER

 This include the material presented in advance as introduction to the new materials  to be presented. This are so called because they are presented to the learner in advance as the primary means of organizing and strengthening cognitive structure . advance organizer will be border and more abstract in nature  than the new task ,but will act as a container for the new ones. This will include in a general way  all the new item that are to be learned afresh .The advanced organizer will include item to the cognitive structure of the learner with which a new material can be linked when they are later presented .This can include  terms ,concept, facts, propositions , etc.. already familiar to the learner ,and also can be supplemented with illustrations ,analogies etc. Through  an organizer will be familiar to the learner ,it need further clarifications and re teaching to ensurethat the new item are meaningfully linked .This is to be linked with the aims of the lesson in mind.

There are two types of advance organizers

(A)   Expository : are those in which a general class relationship is exposed with a view to include more specific classes .

(B)   Comparative : As the name indicate .those that contain concepts similar to ones to be presented so that familiar relation are established and learning made meaningful.

E.       SUBSUMER

 This is the function of the advanced organizer .An organizer is helpful to subsume the specific concept involved in a broader concept.

F.       PROGRESSIVE DIFFERENTIATION

Ausubel thinks that the hierarchical order in the processing of information is from the border and  more general to the specific once . It is the process of maintaining this gradation  by which specific items and gradually presented by one in the hierarchical order that is known as progressive differentiation.

G.     INTEGRATIVE RE CONCILIATION

This is the term that explains the conscious effort to relate  new items  to previously learnt content in such a way as to make the cognitive structure an integrated  whole. This would help the learner to adjust with or reconcile with the newness in the learning . This naturally follows progressive differentiation if it is systematically done in relation to the advance organizer .

II DISCRIPTION OF THE MODEL

A.      SYNTAX:

PHASE   I : PRESENTATION OF THE ADVANCER ORGANISER:

        The aim of the lesson are made clear and then the organizer is presented . The concept etc.. that have to act as the subsume have to be clarified and illustrated . The teacher should ensure the required cognitive structure by discussion ,questioning and feedback.

PHASE  II presentation of the learning task or material :  Present the minor concept in the order using the principle of progressive differentiation .A variety of tools and techniques can be adopted for this .Use of pictures, aids ,films  could be helpful for making learning meaningful.

Phase III  :  Strengthening cognitive  organization , This is done by adopting the principle of integrative reconciliation .By this, the teacher ensure meaningful reception and then reinforces this by a critical approach and further clarificationof the doubts raised by the pupils.

B.      SOCIAL SYSTEM  : teacher has to control of the intellectual structure . During the first 2 phases it is highly structured ,but during the 3^rd phase more free interaction occurs.

C.      PRINCIPLE OF REACTION  :  The teacher reacts to pupil’s reaction by way of giving clarifications ,by differentiating or by helping them to reconciliation with existing knowledge.

D.      SUPPORT SYSTEM  :  Well organized learning material that includes the advanced organizer and a new item to be successively differentiated forms the most important support . Instructional materials can be prepared in advance. An  intellectual atmosphere  that inspires pupil to aspire for meaning ful  learning can also provide support.

III  INSTRUCTIONAL AND NURTURANT EFFECTS

Formation of connectional structures and meaningful assimilation of information and ideas are the important instructional effects .

Interest  in enquiry   and habits of  precise thinking are the nurturing effect

ADVANCED ORGANISER MODEL TEACHING MANUAL

NAME OF THE TEACHER:                                                                                               STANDARD :VIII

NAME OF THE SCHOOL:                                                                                                 STRENGTH:

SUBJECT                               :SOCIAL SCIENCE                                                              DURATION :

 UNIT                                     :THE FIGHT AGAINST                                                       DATE            :

                                                : APARTHIED

TOPIC                                    : APARTHAID AND SLAVE TRADE

CURRICULAM OBJECTIVES

To understand the nature of the racial discrimination that prevailed in the different part of the world.

To appreciate the role played by leaders like Gandhiji  and Nelson Mandala in the eradication of inhuman slavery

PROCESS OBJECTIVES

Students reconstruct the knowledge related to the policy of apartheid .slavery and colonial rule throught collaboration

SYNTAX	TEACHER –PUPIL ACTIVITY	RESPONSE
Phase –I  Presantation of Advanced organizer Give examples Provide Context Prompt relevant knowledge Phase II Presentation of Learning Tasks  or material Maintain attention make a logical order of learning material explicit Phase III Strengthening cognitive organization Using the principle of integrative reconitiation promotion of active reception  learning Apply ideas activity	Teacher clarifies the aims of the lesson. Teacher shows an enlarge picture of “A slave auction’ and asks them to observe it and identifiy What it is ‘policy of Aparthied’ -What was the main item of wealth that attract the  Europeans of Africa? Let the students cite examples What circumstances could have made Gandhaji to start social work at South Africa? -clarify the context Teacher prompts awereness of students relevant knowledge related to the content. *21st march is observed as international Anti-Aparthaid Day *Dr. Nelson Mandela worked the freedom of the black in South Africa *South Africa became free of the white rulers in 1994 *The Indian Sitar maestero Pundit Ravi Shankar was nominated the UNO’s good will ambassador at the world anti-apartheid conference -2001in South Africa. Teacher present the material *African slaves trade began when Prince Henry’s sailors took twelve African slaves  to Lisbon in1442 * The northern states of America –‘free soil’ The southern states of America-‘Slave soil’ *On 1st January 1863 President Abraham Lincoln `issued a proclamation   giving freedom to all slaves in US. *Kerala’s past –Queen Gauri  Lexmi  Bai’s proclamation of 1812. *1857 Indian Independence movement *Freedom struggle of afro –Asian nations .Boxer rebellion, Man revolt etc… Can you cite some similar kind of rebellions and revolt about which you have studied in previous years? Teacher makes a conscious effort to relate the present content with a previous learnt content. You have studied in the first chapter i.e.in “The evaluations of democracy” about French Revolution and American War of Independence Compare and contrast : analyse identical contexts teacher clarifies the doubts and queries Rousseau’s words: “man is bone free. yet every where  he is in chains “ -The common man’s beast of burden in French society

SOCIAL SYSTEM:

 Highly structured. However, requires active collaboration between teacher and learner.

PRINCIPLE OF REACTION

Negotiation of meaning of ‘Aparthied ‘etc..

Meaningfully connecting organizer and material

SUPPORT SYSTEM: Enlarge pictures of ‘A Slave’-auction

A cartoon of “the beast of burden on common man in French society”

-Text book, Articles. History books

INSTRUCTIONAL EFFECTS:  Meaningful assimilation of information and ideas regarding ‘ policy of Aparthied ‘,slavery, colonial rule, etc…

NURTURANT EFFECT

Develops the interest in inquiry (collecting more information – (collateral reading)

Develops habits of precise thinking related to some specific concepts such as “discrimination”

JURISPRUDENTIAL INQUIRY MODEL OF TEACHING

JURISPRUDENTIAL INQUIRY MODEL TEACHING MANNUAL

Name of the Teacher:                                                                                    Standard:viii

Name of the School  :                                                                                    Strength:

Subject                                        : Social science                                                          Duration:

Unit                              :      Natural Resources and

                                        :    their consumption            

Topic                             :  Conservation of Natural Resources

CURRICULAM OBJECTIVES

1.       `TO  develop  awareness  about  the  different types  of   exploitation  of  natural  resources

2.       To    develop   interest  in environmental  protection     movements  and  events

3.       To  form  opinion  regarding   public  issues   related  to  environment

4.       To  develop  congenial  attitude  towards  solving  value   conflicts  of  environmental    issues

      PROCESS    OBJECTIVES

1.       Student  develops  competency  in  social  dialogue

2.       Student     enhances  involvement  in  socil issues and  social  action

3.       Student   develops  value  synthesizing  attitude

SYNTAX	TEACHER-PUPIL  ACTIVITY	RESPONSES
Phase-1 Orientation  to  the  case Phase 11 Identifying the issues Phase 111 Taking positions Phase  iv Exploring the stance Phase v Refining and qualifying position Phase vi  Testing factual assumption behind position.	Teacher  introduces  the  material Teacher  shows  beautiful  scensry  of  Kerala-“Gods   own  country”      Then   a  series    of  photographs on draughts in different parts of the world Teacher then reads a paper  News regarding the agitation made by mayilamma at “Plachimada”-Palakkad against a Multinational company (MNC) Teacher  read  an article “water for Living” Review various facts on the case Lists major issues involved the matter of the article. Background of the agitation, philosophy behind the protest –Need for protecting natural resources. Synthesis facts into public policy issues 1.       Sustainable   development –Environmental protection and economic development-Two conflicting issues of the same situation. 2.       Emphasis on present only or future also; mans Co-existence with nature or co-destruction with nature.         3.   should  the  consumption  of   water  to   be                 Controlled?  Select  one  policy  issue  for                  discussion.  Should  the  household  and                industrial  consumption  of  water  to  be               Checked?               -value  conflict                         General    welfare   and  progress  of  the                People                                                                             Vs                     Property    and   contract  right              Underlying   facts 97/of  water  in  the  earth  are  in  oceans: out  of  the  remaining  3/.only 1/  is  usable  to  human  being -The  sources  of  water  such   as  wells  ,  ponds,  rivers,  lakes,    glaciers,   etc  ,are  depleting  day-by-day One  or  two   students  volunteer  to  take  stances  (positions) Position  (1):  consumption   of  water  for  household   and  industry   should  be  checked  by  the  authority  . Position  (2):  permission  for  industrial     concerns  to  use  water   has  to  be  given   because  economic progress  of  the  society   warrants  it. Teacher  asks  for  the   basis  or   reasons   for  the  positions Student:  it  is  against  the   property  and  contract  of  individuals Tr :  industries  are also  licensed  by   contract.  Then how can they   consume huge amount of water? St:  Scarcity  of  water  is  a  problem  for  factories  also Tr :  What  causes  scarcity  of  water? St :  lack  of  proper  rain  water  harvesting  and  environmental  hazards. Tr: what led to depletion and degradation of natural resources? St:  Deforestation, pollution, unjust and   unscientific use and management of resources. Tr:  can you cite illustrations    of water? Prove  desirable  and undesirable  consequences St:  Over  use  of  water even  from  private  wells  ,must  be  controlled Tr  :  Priority   must  be  given  to  the  protection  of  natural  resources. Assert    priority to the water for future values and for the benefits of future generation St. Yes ,agreed Quality of usable water is depleting -With ten years we must pay for our drinking water -This serious threat to humanity can be solved only by protecting conserving and by planned action for rain water harvesting.etc...                                                   ,	*(may be filled after the class)

SOCIAL   SYSTEM: Moderate structure

PRINCIPLES OF REACTIONS:

           Socratic dialogue method (students reactions are imaginary and hypothetical but support by value system)

SUPPORT SYSTEM: Pictures, News paper clippings, articles, etc...

INSTRUCTIONAL EFFECT: Students construct necessary knowledge about the scarcity regarding the necessity of rain water harvesting and other activities for conservation of natural a source.