A Study on The Effectiveness of Ausubel’s Advance Organiser Model

Any instructional method a teacher uses, has advantages, disadvantages, and requires some preliminary preparation. Often times, a particular teaching method will naturally flow into another, all within the same lesson, and excellent teachers have developed the skills to make the process seamless to the students. Which instructional method is “right” for a particular lesson depends on many things, and among them are the age and developmental level of the students, what the students already know, and what they need to know to succeed with the lesson, the subject-matter content, the objective of the lesson, the available people, time, space and material resources, and the physical setting, Another more difficult problem is to select an instructional method that best fits one’s particular teaching style and the lesson-situation. There is no one “right” method for teaching a particular lesson, but there are some criteria that pertain to each that can help a teacher make the best decision possible. The models of teaching have been developed to make the teaching-learning process more effective. The core of the teaching process is the arrangement of environments within which the students can interact and study how to learn (Dewy, 1916). A model of teaching is a description of learning environment. The description has many uses ranging from planning curricula, courses, units and lessons to designing instructional materials books and workbooks, multimedia programme and computer assisted learning programs (Joyce & Weil, 1992, p.11). A model of teaching is a plan or pattern of teaching that we can use to design face-to-face teaching in classrooms or tutorial settings and to shape instructional material including books, films, tapes, computer-mediated programmes and curricula long-term courses of study.