Identify the correct phases of activity for the Advance Organiser Model. A. Presentation of curriculum embedding B. Presentation of advance organiser C. Presentation of study groups D. Presentation of learning task or material E. Strengthening cognitive organisation Choose the correct answer from the options given below:
B, D and E only
Understanding the Advance Organiser Model Phases
The question asks to identify the correct phases of activity for the Advance Organiser Model. This model, developed by David Ausubel, is an instructional strategy used to introduce learning material in a way that helps learners connect new information to their existing knowledge. It works by presenting abstract, general ideas (the advance organiser) before the specific details of the learning material.
Key Phases of the Advance Organiser Model
According to Ausubel's model, the typical phases involved in using an advance organiser are:
- Phase 1: Presentation of the Advance Organiser: This involves introducing an introductory statement, concept, or framework that is more abstract and general than the material to be learned. It serves as a bridge between what the learner already knows and the new information.
- Phase 2: Presentation of the Learning Task or Material: This is where the actual content, information, or task is presented to the learner. This material should be linked back to the advance organiser presented earlier.
- Phase 3: Strengthening Cognitive Organisation: This phase involves activities that help learners integrate the new material with the advance organiser and their existing knowledge. This can include activities like asking questions, encouraging critical analysis, facilitating discussion, and summarizing the information.
Analyzing the Given Activities
Let's examine each activity listed in the question and see if it aligns with the standard phases of the Advance Organiser Model:
| Activity | Description | Relation to Advance Organiser Model Phases |
|---|---|---|
| A. Presentation of curriculum embedding | Curriculum embedding refers to integrating a subject or skill into different areas of the curriculum. While important in education, it is not a specific phase within the Advance Organiser Model itself. | Not a core phase. |
| B. Presentation of advance organiser | Introducing a conceptual framework or overview before the main content. | This is the first and a core phase of the model. |
| C. Presentation of study groups | Organizing learners into groups for collaborative study. Study groups are a method of learning activity, not a specific phase unique to the structure of the Advance Organiser Model. They might be used during Phase 2 or 3 but are not defined as a mandatory phase. | Not a core phase. |
| D. Presentation of learning task or material | Presenting the specific content, information, or skills to be learned. | This is the second core phase of the model. |
| E. Strengthening cognitive organisation | Activities designed to help learners link the new information to existing knowledge and the advance organiser. | This is the third and final core phase of the model. |
Identifying the Correct Phases
Based on the analysis, the activities that represent the correct phases of the Advance Organiser Model are:
- B. Presentation of advance organiser
- D. Presentation of learning task or material
- E. Strengthening cognitive organisation
These three activities correspond to the standard three-phase structure of Ausubel's model.
Therefore, the correct option includes B, D, and E only.
Revision Table: Advance Organiser Model
| Phase | Purpose |
|---|---|
| Presentation of Advance Organiser | To bridge existing knowledge with new information; provide a conceptual scaffold. |
| Presentation of Learning Material | To present the specific content, facts, or skills to be learned. |
| Strengthening Cognitive Organisation | To help learners integrate the new information with the organizer and prior knowledge, promoting retention and transfer. |
Additional Information: Advance Organiser Types and Benefits
Advance organisers can be expository or comparative. Expository organisers provide a new, general concept that the learner is unfamiliar with, while comparative organisers relate the new material to concepts already known by the learner, clarifying similarities and differences.
Benefits of using advance organisers include:
- Helping learners structure incoming information.
- Facilitating meaningful learning by linking new ideas to existing cognitive structures.
- Improving retention and recall of information.
- Making complex material more comprehensible.
Important Questions from Concept of Education
Education was put in concurrent list through which constitutional amendment?
"Education is the manifestation of perfection already in man" was stated by:
In the context of curriculum, which of the following are correct?
(A) Curriculum should be modified regularly.
(B) Curriculum should have theoretical concepts only.
(C) Curriculum should be derived from constitutional imperatives of the country.
(D) Curriculum should be made as per needs of industry & society.
(E) Curriculum should be teacher-centric.
Choose the correct answer from the options given below:
Who proposed theory of meaningful verbal learning?
The major emphasis of the contents of the passage is on:
