International Council for Education, Research and Training



Arora, Suruchi1 and Kaur, Amandeep2

1Research Scholar, Education Department, Panjab University, Chandigarh

2Principal, GHG Harprakash College of Education for Women, Sidhwan Khurd, Ludhiana



Teachers can use an advance organizer model (AOM) to assist pupils understand, retain, and remember new learning content. It is intended to introduce the lesson topic and show the connection between what the pupils are about to learn and what they have already learned. Many studies were undertaken by educational scholars to evaluate the usefulness of the advance organizer model in the teaching learning process. Some of these researches are discussed in this article. All investigations concluded that the Advance organizer model of learning outperformed the standard technique. This methodology is extremely beneficial for teaching courses such as science, social science, mathematics, and English. The advance organizer model aids in the development of curiosity and the habit of exact thinking.


Keywords: Advance organized model, learning, teaching, pupils, content.


Impact Statement

Students should be made ready to encounter the trials and tribulations of the twenty-first century through suitable learning episodes. To abstain from rote learning in children, teachers can endorse the Advance Organizer Model, that is accordant with meaningful verbal learning. The model incorporates three stages namely syntax that further is composed presentation of Organizers, where the activities advanced serve a purpose to elucidate the learning goals, presenting advance organizers and stimulate perception of pertinent information; (2) Display of learning materials, (3) Reinforcing intellectual structures. The advance organizer technique is particularly beneficial for teaching disciplines such as science, social science, mathematics, and English. The capability to contrast outcomes of the learning process between students from one class, school, city, and even countries, as supplied by advance organizers, would convert them into measurement techniques of the degree of individual school growth and achievements.

About the Author/s

Ms. Suruchi Arora, Research scholar at Department of Education, Panjab University, Chandigarh.  She did M.Sc. (Human Genetics) from Guru Nanak Dev University, Main Campus Amritsar; M.Ed. from D.A.V College, Amritsar, GNDU University and qualified UGC (NET) in Education. She has two years of teaching experience at School level. She has attended various workshops and seminars at national and international level. Her areas of interest are Science Education, Educational Technology. 

Dr. Amandeep Kaur did M.Sc. (Botany), M.Sc. (Ecology and Environment) M.Ed. and Ph.D. (Education) from Panjab University, Chandigarh. She has cleared U.G.C (NET) in Education. Presently, she has been working as Principal, G.H.G Harprakash College of Education, Sidhwan Khurd, Ludhiana. She has 20 years of teaching experience at B.Ed. and M.Ed. level and 5 years of administrative experience. She has guided many students for Dissertations of M.Ed. and many students for Dissertations of M.Phil. She has been contributing research papers to various National and International Journals. Till date 23 research papers has been published in various research journals of National and International repute. She has presented papers at various National and International conferences, Seminars, attended Workshops. She is also among one of the panelists for interviews of Principals and PU Inspections. Her areas of interest are Science, Environment Education, Education for sustainable Development and Global Peace. 



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