 Hello, I welcome you all once again to my channel Explore Education and I am Dr. Rashmi Singh, assistant professor, Department of Education, SS Khanna Girls Really College, University of Allahabad. And we are going to discuss today a very, very important, relevant and logical topic in educational psychology that is the role of advanced organizers in learning. The role of advanced organizers in learning. The role of advanced organizers in learning. It is a very important concept. Many questions come from it and many concepts come from it. That is why it is very influential. It becomes very important. And it is definitely asked in many exams, in competitive examinations, in your BA, DEMED, BA, MA or syllabus. So the question is always asked. Write short notes on the advanced organizer. So students often have to know a little bit of the topic. So I think this lecture will be useful to you all. And do subscribe my channel if you like the content and to get my future videos too by notification on the bell icon. Okay, so let's start. First of all, the role of advanced organizer in learning. As the topic is, where do we start this topic? So we will have to start with David Osbel. David Osbel, who gave this concept. So where did he give this concept? David Osbel gave his theory, the sub-sumption theory. In that sub-sumption theory, he is talking about meaningful verbal learning. And to increase that meaningful verbal learning, to enhance it, he has used an apparatus like tool, like an advanced organizer. So you have to go from there, from behind. I mean first Osbel, then sub-sumption theory, then meaningful verbal learning, then advanced organizer will come. So the video gets very long, so I didn't try to cover it in a hurry, that you should understand it. Because it is a separate topic to explain the sub-sumption theory. Okay, so let's try to understand what is this? Osbel envisioned an advanced organizer as a bridge between what the learners already know and the knowledge needed for a task can be performed. He is saying that he envisioned, he saw, he accepted the advanced organizer as a setu. What is the setu? And the learners already know, the student, the student, the teacher, who already knows, and what knowledge he needs, which he is going to know, the task he is going to do. The gap in between, the learning gap, this setu is to divide it. An advanced organizer is a cognitive strategy proposed by Osbel in its sub-sumption theory. I told you that when he was giving his sub-sumption theory, he used an advanced organizer as a cognitive strategy. Now let's tell you something here, don't miss it. When we read the teaching models, the information processing model that comes in many categories, in its example, we only read the advanced organizer model of David Osbel. But that technology, the technology of teaching, becomes a part of IT, so we haven't covered the model in this. We will have to talk about it separately. But the thing is the same. Okay, so what is the sub-sumption theory? Which allows the learner to recall and transfer prior knowledge to the new information being presented. Meaning, this gives the learner the opportunity to recall something old, he has read it before, he can remember it and transfer it to the new information being presented. The new information processing model, a cognitive psychologist, is talking about the information processing. Okay, so this theory is based on the idea that learning is facilitated if the learner can find meaning in the information. They are saying that the learner can learn well, his learning is more retention, when he feels that what he is getting is an earth phone, he gets something earth. When he feels that he has read something before, he is related to it. He can get the earth from the information he is getting. What was Strickland? Identified common features of an effective advanced organizer, it is a bridge that links between similarities in the unknown and the known. Used as an introduction to new material and an abstract outline of new information in a restatement of old knowledge. Meaning, the known and the unknown which he already knows and which he is going to know, there is a similarity. We do not start with a vacuum, there is a base of it, there is a previous knowledge of it. So, the stuff in it is the work of linking of the advanced organizer. And we can use it as an introduction that we are going to introduce a new topic and start with the advanced organizer. So, what will happen is that the information we are going to provide and the information that the student has will be interlinking, will be cross-referencing, and he will understand it better. This was the concept of the possible side. Okay. So, who is the history of the opponents? From where did they base it? From whom were they against it? The possible theory has commonalities with gestalt theory. Many times, they take things like the perception, the most important in gestalt, they have also talked about it. And those that involve schema, for example, they were influenced by node out because they also talked about cognitive structure and schema. And Bartlett also used a principle in which the schema is used as the central principle. So, from that, the schema of Bartlett with the gestalt theory, there is a similarity. And there are also similarities with Brunner's spiral learning model. The model of Brunner's spiral learning or spiral curriculum also shows this similarity. So, now we have to remember that Brunner's spiral curriculum is an axis in between and it has four directions. What does that mean? They are saying that first, in the beginning, teach it on a smaller level, and as you progress, it will become more complex. So, they have also talked about it. Although, Osable emphasizes that sub-sumption involves the reorganization of existing cognitive structures, not the development of new structures as constructivist i.e. Brunner shows this similarity, but it is against the constructivist. The constructivist says that who makes a new structure? Organism, individual, learner. And what is he saying? The existing cognitive structure has to reorganize itself. He is not talking about a new formation or opposing it. Okay. So, this is the base of advanced organizer or meaningful verbal learning. This is the sub-sumption theory. In this theory, if we use a cognitive strategy as a roadmap for advanced organizers, then the learning is not a road learning, but a meaningful verbal learning. The child learning is a complete earth, a solid thread. Otherwise, it is just a routine. Now, what is meaningful verbal learning? It involves internalization of the material presented to the learner, which takes place through progressive differentiation and integrative reconciliation. These are the two terms that he used. The material presented to the student and the learner should internalize it. How will he do it? Progressive differentiation. The spiral curriculum is first easy and then comparatively tougher. And integrative reconciliation. Relational cross-links between what he already knows and what he wants to know. Cross-linking, cross-referencing, comparison is integrative reconciliation. This is reception learning or meaningful learning because most of the understandings about the concept are presented rather than discovered. He also discarded discovery learning. He is saying that meaningful learning is better than discovery learning. Generally, we read that discovery is a concept and we should use it. But according to Osbel discovery, meaningful verbal learning is far better than discovery learning. He is saying that we should present the material in front of the child so that he can do interlinking, linkage form, cross-linking. Which he has read and which he has to read in the future. So what will happen? He will become better. He will become more meaningful. He will become more meaningful. Content is that the material presented to the learner be capable of being related in some sensible fashion. It is very important that what we are going to present is related in some sensible fashion. It is not like it is just a haphazard that you get something that is above surface level. Sensibly it must be related with what he has already known. The new information must be fitted into a larger pattern or a whole. What can we say about the style or similarity because they also perceive a whole and talk about a larger pattern or perception. Second, what is important is that the learner must possess relevant ideas to which the new idea can be related. We said that there will be nothing in the vacuum. So there is knowledge of literature, knowledge of literature, knowledge of learners, knowledge of individuals. You see, he also took a concept of Piaget. Piaget is known as assimilation and adoption. It is just a sub Fucker. This is just a So what they are saying is that the learner must already have appropriate sub-suming concepts in his or her cognitive structure. In his or her cognitive structure, there should be something or the other appropriate concept that we can link. Finally, the learner must actually attempt to relate in some sensible way the new ideas to those which are presently possessed. The first idea we have is that we have to actively behave, actively act, and initiate the individual so that the cognitive structure is presently present in his or her and that is to establish an interrelationship. If any of these conditions are missing, the end result will be road-learning. They are saying that these two conditions. The first one is that the material that is presented will have the capability to relate. And the second one is that the student will have the capability to establish the linking in his or her cognitive structure. The first one is that there should be a concept related to it. Even if it should be in simpler words. If any of these conditions are missing, the learning will not be meaningful. In accordance to David Oswell's Advanced Organizer Model. So what will be the learning? It will be simply road-learning. Then what does meaningful verbal learning mean? This theory of meaningful verbal learning deals with three concerns. There are three main factors. How knowledge is organized? How is the knowledge and curriculum content connected? How does the mind work to process new information? How do we get new information? How is the information processing or learning done in our mind? And how would a teacher can apply these ideas about curriculum and learning when they present new material to students? That is to say, when we get to know psychology, when we get to know the brain and when we understand the learning, then what does the teacher do? How does he apply his knowledge in such a way that he gives the best instruction to the students? So according to this, he said that there are two principles of instruction. That is, how will we narrate the general ideas of the subject that should be presented first and then progressively differentiated. This is the Bruno's spiral curriculum. That we will first tell the general idea of the subject and then we will gradually become complex. We will become specific. Then instructional materials should attempt to integrate new material with previously presented information. We definitely have to do that. The instructional material that Nirdeshita Samagri is going to present in the class in front of the students, it is definitely the integration of the old materials. It is necessary. Then how should we sum up an advanced organizer? That an advanced organizer is a tool. This is a tool used to introduce the lesson topic. When we are going to start a new lesson or new topic in the class, this tool is used to illustrate the relationship between what the students are about to learn and the information they have already learned. What the students are going to learn and what they have already learned is a tool that illustrates the relationship between the students. They are used during expository instruction. When we use expository instruction in the class, then it is used. What is the use of an expert to present information in a way that it is easy for students to make connections from one concept to the next? That is, the teacher who uses it like an expert in the class, what does he do? He presents the information in such a way that what he already knows and what he is going to know today makes connections. Then what is not there? I will also tell you in the future that what is not an advanced organizer? An advanced organizer is not a summary or review of a previous lesson. If we start the class today, we will give you a summary of what we have learned today and we will feel that we have used an advanced organizer. This is not the case. It also does not provide the structure for the current lesson. It is not even the form that we have presented that we are going to teach today. It is not even that simple. Instead, it provides the structure for student thinking. We have to present in such a way that we can stimulate higher-order thinking and then we can stimulate it somewhere. That is why there will be linking and cross-linking which the child already knows and which is going to be taught today. It acts as a conceptual bridge from the old information to the new information which I have told you later. Then a person's existing knowledge about a concept is the most important factor in whether new material will be meaningful and how well it can be learned and treated. Advanced organizers link the material with what they already know. They link the material a lot. They can be helpful to all students and it can be beneficial for all students but especially to those who struggle with organization and attention who have attention deficit higher-order and dis-activity and disorder. This can be more fruitful compared to them. It can include pictures or verbal descriptions or discussions or pre-questioning techniques. Or we can use the cultural background knowledge as an advanced organizer like we started talking about culture if we are going to teach a copy or we have asked you questions like we do this in B-Ed or lesson planning. What is an advanced organizer? What is it and what is not. Advanced organizers are organizational and we give you cues and we give you hints. Tools that help connect the known to the unknown those who know and those who don't know the connection between knowledge and knowledge can be established as a tool. And frameworks for helping understand what it is that they will be learning and this also helps to learn what we are going to learn and what we are going to learn. Then what is not or what are some myths or a review of what was covered in the previous class session which is not a review of the summary of the last class it is not a simple overview it is simply to talk about what was done last week or last year telling the students about tomorrow, what will you study tomorrow, what will you study and what will you learn learning about your personal experience and how you are studying Expository Advanced Organisers, Narrative Advanced Organisers, Scheming Graphic Organisers, KWL, which is the most popular strategy, and Analogies. Expository Advanced Organisers are the students' broad idea of the lessons purpose. We need to have a clear idea of what the students have read and what are the similarities between them. Then, like the Narrative Advanced Organisers, we have made some stories. A story that fits into the situation that we can tell what we have read and what we have to teach. Scheming teacher may ask students to scheme over a reading focusing on highlighted information. We can do this. In the class, we can say that we have a great write-up, a great module. We can say to the students that in 60 seconds, in a minute, you should look at it carefully. Look at the highlights, what is the focus, what is the highlight. So that when you read ahead, you will be able to see that you have to read well. This is what we are studying. We have to look carefully at it. We have to do the scheming. Graphic Organisers are also used very popularly. They are used very popularly because we can make a visual or a picture in which there is some fill in the blank, some gap, and they can present them. And then when they are reading, they can fill the gap. Then, what is KWL? Know, want to learn and what they have learned. We can make a chart in which there is a column where we know what is KWL. Then, do we want to know what is W? Do we want to know in this part? And when the part is done, we ask the students what they have learned and what they have learned. They have learned. So this is a great commentative exercise for them. And what are the analogies? Comparisons of two things that are alike in some way. There are many similarities in many things. But even then, how do they differentiate between two concepts? These analogies or metaphors are also used as advance organizers. And now, we will conclude this topic. There are many concepts involved in this sub-sumption theory. When you will read separately, you will know that there are four sub-sumptions. There is correlative sub-sumption, derivative sub-sumption, super-ordinate learning, combinatorial learning. So, I left that because it becomes very long. It is important to note, Osable's advance organizers provide a structure for student thinking, not just a structure for the lesson themselves. We have to make a structure for the thinking of the chart, not just for the lesson itself. This is important to keep in mind. In this way, students are engaged in active learning. They will be actively engaged. They will think, process, and use higher-order thinking. Adding to the existing lecture, another potential passive activities that are offered in the classroom. Like they will not behave passively. Activities will behave actively. They will participate actively. An advance organizer helps to organize new material by outlining, arranging, and sequencing the main idea of the new material based on what the learner already knows. We have to make an outline of the course. We have to arrange it in a certain way. We have to set a sequence of it so that the idea is already known. We can relate it. Advanced organizers use familiar terms and concepts to link what these students already know to the new information that will be presented in the lesson, which aids in the process of transforming knowledge and creatively applying it in new situations. This process helps to embed the new information into the long-term memory. What will happen with this? When we will be cognitively involved in the processing, the retention will be increased in a certain way. The meaningful verbal learning will be increased. The information will go into the long-term memory from the short-term memory. This is what we want. You will remember this for a long time. Advanced organizers should be at a high level of abstraction, generality, and inclusiveness than the content to be presented. In other words, we have to make it a higher-order thing that is involved, a high-level abstraction that is involved. The content that you are going to learn, the content that you are going to learn, it requires a high level of abstraction, generality, and inclusiveness as an advanced organizer. Oh my God! Okay. The concept of David Osable is that he gave it in a sub-sumption theory. It comes in the information processing model that is called an advanced organizer model. He talks about meaningful verbal learning, he doesn't talk about road learning. He says that meaningful verbal learning will only happen when we will make an interlinking with what he has already studied and what he is going to study today. And it is used as an advanced organizer in its own way. And we should definitely use it in our teaching. And it is possible that Osable didn't get as much credit in psychology as he had the right to do. His research was more popular than this. Still, no doubt, he was very influential and he got many recognition and awards too. Okay, so I have completed a very important topic of educational psychology, the role of advanced organizer in learning. So thank you all and don't forget to like and subscribe my channel too so that you can get learning materials in text form in English and as well as in the on my telegram channel and you can ask your questions you can provide your feedback there to me. Okay, done from my side.