Advance Organizers provide an organizational framework that instructors develop prior to presenting

information to students. This framework prepares students for what they are about to learn and can help
provide links between new ideas and similar concepts. Advance Organizers help instructors and students
focus on information that is important and essential. The format of Advance Organizers can be very basic or
visually creative and will depend on the instructor style, the material to be learned, and the learner's
characteristics. The methods for presenting information to students will also influence the design of the
organizer. For example, an organizer for an online class may be different from one used in a face to face
classroom. (Mayer, 1979)

Dr. David Ausubel, one of the early advocates for use of Advance Organizers in the 1960's, believed that
when students use Advance Organizers, they can bridge the gap between learning new information and
information they already know (previously existing schema into new schema). His approach was to use broad
concept categories to help students organize new pieces of information and tie the new information to an
existing organizational structure, resulting in retention of new information. "With the use of an advance
organizer, new material will be rendered as more familiar and meaningful, as learners will have an organized
structure in place to store new ideas, information, and concepts." (Allen, 2014) In short, this kind of structure
makes transparent for students the back-thinking and connections that instructors use to plan what new
information should be taught from class to class, thus taking the guesswork out of making these connections
for students and potentially deepening student understanding of the new material.

Advance Organizers are more than just graphic organizers, but can take many forms as long as they serve the
goal of helping students know what to expect and make important connections with content. Two key types of
Advance Organizers will be addressed in this module - Expository and Comparative, along with two
organizational subcategories which will be explained in more detail in the Styles of Advance
Organizers section.

An Expository Organizer can be used when material will be presented that is unfamiliar or new to students.
For example, when an instructor presents a new lesson on a topic that has never been discussed and helps
students make connections to what they may already know. It can be presented graphically or verbally and is
highly effective when used at the start of a unit. Studies support a high rate of student success when
organizers are presented before new material, the organizer is neatly displayed using pictures or text, and the
organizer provides an example that shows a relationship between the organizer and the new material.
(Corkill, 1992)

A Comparative Organizer is presented when material is relatively familiar or when new ideas will be integrated
with prior knowledge. For example, if a student learns about the Windows® operating system, and new
information is given about the Mac® operating system, the student will be able to compare and contrast to
understand the differences, thus integrating existing knowledge with new knowledge.

The Many Styles of Advance Organizers

 Audio version

Regardless of whether they are Expository and Comparative, Advance Organizers can take many forms. For
this module, we will use the broad categories of text organizers, graphic organizers, and narrative organizer
practices. While these organizers are not the only formats available, they are the most widely used. The
Advance Organizer can take on any of the categories mentioned above or use them in combination.

Text Organizers

Text Organizers can consist of guided notes (see image below), verbal directions, or pre-questioning
techniques. Text organizers can assist students while taking notes during the presentation of lecture material.
These organizers reduce the quantity of information students must write, but keep students engaged in the
lesson by requiring some active note taking. The notes create an outline for students that not only reduce
writing demands, but also makes clear the organization of ideas for a lesson. Students in any given class will
process information being presented in a lesson at differing speeds. This technique makes it more likely that all
students will leave class with the necessary information and connections to master and apply the new material
– not just those students who process auditory information quickly. Students who have difficulties with fine
motor tasks can benefit by even more explicit notes that contain shorter blanks or choices to circle. (Konrad,
2010)

Outlines and PowerPoint slides (when an electronic or hard copy is given to the students prior to the lesson)
also fall into the category of text organizers providing students with a structured guide for filling in appropriate
information, and time to also add in pertinent examples and information from class discussions (as they are not
spending all of their time trying to record just the most basic information). When instructors give guided notes
with in-class review time, learning can be enhanced. (Konrad, 2010) Pre-questioning techniques can be used
to provide hints and clues about what will be taught as well as activate background knowledge and aid
students in the process of filling in missing information. (Helterbrand, 2012) Additionally, students who use
pre-questioning organizers benefit from the detailed information provided in an organized fashion when having
to draw conclusions (Larson, 2009).

Dr. Derrick Wirtz, a Psychology professor at ECU, currently uses Advance Organizers and has been since he
was a graduate student. Dr. Wirtz provides students with an outline organizer text organizer which follows his
PowerPoint slides. He wants his students to have access to course material in advance via instructional
technology like Blackboard so they can print the notes and use them during class. Dr. Wirtz shares that this
model helps support his student's note-taking and make the class a more flexible and engaging environment.

Tiffany Woodward, a Management instructor in the College of Business at ECU, shares her experience using
Advance Organizers as a way of easing the strain of taking notes during class. Ms. Woodward provides
PowerPoint materials before class on her Blackboard site to accommodate her student's needs. Ms.
Woodward understands the difference between learning styles and wants to give her students every
opportunity to be successful in her course. Providing materials before class gives her students ample time to
browse and gain understanding of course concepts which are later applied during class activities which
reinforce learning.

Graphic Organizers

Graphic Organizers capitalize on both linguistic and non-linguistic styles of information storage. There are
many different kinds of graphic organizers. Some include  concept maps (figure 3), Venn diagrams,
or; cluster maps (figure 5). (Coffey, 2006) Thinking maps (figure 6) which can also be included in this
category, are often used in the public schools, and thus may be familiar to students in the college classroom as
a way of seeing connections between or progressions of ideas. In comparison, concept maps have shown
potential for facilitating knowledge retention and transfer as compared with reading text passages, listening to
lectures, and participating in class discussions (Nesbit, 2006), by simply helping to bridge the gap between
different types of student learners and their learning preferences.

Graphic Organizers are not just for lecture settings. They can also be used when writing papers or creating a
project - organizing processes such as brainstorming, sequencing, comparing and contrasting, and analyzing.
These organizers have been proven helpful to students who learn best with visually presented information.
(Amin, 2005) Graphic Organizers can also be very helpful in the facilitation of collaborative learning
environments. (Larson, 2009) For more information about Graphic Organizers, watch the video below. The
complete transcript is available here.

Narrative

Narrative Advance Organizers use stories to activate background knowledge allowing students to make
connections to things they already know. This type of organizer uses a personal connection to inspire learning.
For example, if an instructor is introducing a new unit on Germany, it may help if he/she shares a detailed story
about the location where students can relate and potentially make connections. This creates student
engagement and can be a powerful tool when used at the beginning of a unit. The difference between a story
told for enjoyment and one used as an advance organizer is that the instructor will intentionally connect
elements of the story and the content of the lesson early on and throughout the class period.
The video below is from McRel - Classroom Instruction that Works (2 nd Edition). It highlights the effectiveness
of three different types of Advance Organizers. The complete transcript is available here.

Student Engagement and Use of Advance Organizers

 Audio version

The use of Advance Organizers is helpful for a wide variety of students, but this organizational strategy is
especially effective for students with learning differences or for students who are visual learners. Students find
that Advance Organizers provide a framework for preparing for class, a useful tool during note-taking, and an
excellent resource for studying during exam preparation.

Students have shared that they benefit from different kinds of Advance Organizers for a few key reasons. First,
students want to know what the instructor considers important. This is not necessarily just in order to know
what to study for course tests, but knowing the critical core information in the class establishes the key ideas
for students. From there they can use those key ideas on which to "hang" supporting details, examples,
applications, etc. A stronger understanding of these types of connections between ideas will likely increase
student understanding of course material in general. Students also want to know how to structure their notes,
and can use instructor-provided frameworks for doing so. The clearest outline in the mind of an instructor does
not always automatically come through to students in the class - thus missing an opportunity for students to
make important connections. Third, students want to be able to overcome the challenge of listening,
understanding, and writing notes all at the same time. Finally, students want to have clarity about the course
which includes the feeling that they didn't miss anything during the lecture and in their notes. (Van der Meer,
2012) The use of Advance Organizers, when presented properly by an instructor, does not necessarily
discourage students from taking notes. On the contrary, students are able to leave class with a much more
comprehensive set of notes (that include not only core ideas but also examples, anecdotes, and notes from
questions/class discussions).

Research suggests student use of Advance Organizers helps with listening; comprehension; connecting
information with prior knowledge; and building confidence motivation and attentiveness. (Jafari, 2012)
Students who are using Advance Organizers have commented during the course evaluation process and
through faculty instruction nomination forms, that they like the ability to "stay connected" and the "feeling of
involvement that the organizer provides". Students favor having notes available prior to class which helps
reduce their stress level during class. Instead of worrying about trying to write everything down, students are
able to ask questions and pay attention to examples to gain a better understanding of important course
content.

Students add that course content provided through Advance Organizers may seem more clearly structured.
Research completed in Germany using 48 first year Psychology students found that a well-structured Advance
Organizer provides a better learning outcome than less-structured organizers. (Gurlitt, 2012) Additionally,
students prefer Advance Organizers that have headings and subheadings so that information provided can be
put into categories and easily located. (Larson, 2009) Students have found web notes, which instructors
provide via email or through an online instruction website like "Blackboard", are increasingly effective when
attending lectures. Students like the ability to add their own notes (in addition to what the instructor provided)
and feel this approach helps their attention and motivation during class. (Sambrook, 2010)

Advance Organizers encourage student engagement which aligns with the UDL Principle "Multiple Means of
Engagement". Students are stimulated by information that is relevant to their success in their college courses.
When professors provide Advance Organizers as a supplement to their course, they provide students with
materials essential for learning prior to direct instruction. Therefore, students can begin to actively engage in
the learning process before they even step foot in the classroom. This empowers students to take ownership
over their learning thus creating motivation and self-advocacy.

Technology and Note-taking Advantages when using Advance Organizers

 Audio version
Advance Organizers are examples of high quality instructional tools which help build confidence, make
knowledge meaningful and memorable, and help students make connections. (Dean, 2012) Organizers can
take on many different forms and can be created using different technology tools.

Instructors and students are both benefiting when it comes to what technology provides in regard to Advance
Organizers including; the variety of creation option, ease of manipulation, and ability to provide instant updates.
For example, electronic diagrams can be created as a teacher template and later completed by the student to
use as notes for studying. Also, the implementation of technology through the creation of Advance Organizers
helps to cut down on the depletion of resources such as paper and copier use. (Hendron, 2003)

Another benefit of using Advance Organizers is that they are extremely versatile across different disciplines.
Mentioned in this module alone, Advance Organizers are being used in the disciplines of Psychology, Trends
in Education, and Business courses. For more examples of additional subject specific Advance Organizers,
including Science, English and History, please visit John Hendron's website.

Note Taking

Advance Organizers provide a means of filling the void students often face when taking notes by encouraging
active listening. Handouts given with incomplete details are more effective on student's performance than
students taking their own notes. (Larson, 2009) Students are often stressed and concerned during note taking
with the perceived need to write everything a professor says.

Students can become so focused on the note-taking itself that they miss key examples and scenarios that
drive home crucial points needed for understanding. In fact, evidence shows that student's notes include less
than 50% of what is presented by the instructor during a lecture. (Sambrook, 2010) Advance Organizers can
help fill the void by providing students with key terms, definitions, images, and key concepts which are critical
to success in the course. Thus, Advance Organizers can help students during pre-class preparation, in class
note taking, and post class studying of important exam material.

Memory is another concern associated with note taking post lecture. Students are encouraged to review their
notes after class and when studying, but a big concern is how much the students are actually remembering just
from taking notes. Students are far more able to remember key concepts if active engagement takes place in
the form of hands on activities and if examples are provided during instruction. Sometimes students are so
busy taking notes, these other forms of engagement are swept aside. Research shows that note taking has an
influence on memory if there is an increase in engagement and activities relevant to concepts presented in
class. (Bohay 2011) suggests that verbatim memory is increased when students take notes in combination
with participating in application activities. This research also found that participants who were able to review
their notes post lecture, had even better performance on testing and other assignments necessary to success
in the course. This can be related to a deeper understanding of important concepts.

Students agree that note taking is essential when studying for exams. However, exam preparation productivity
increases greatly with high-quality notes. When students are presented with visual representation of
knowledge during note taking many believe it helps in understanding major ideas of the course. (Coffey, 2006)

Summary

 Audio version

There are multiple types of and uses for Advance Organizers in the instructional setting. Learning outcomes
have been widely positive and highly supported with use of the types of organizers listed below. Advance
Organizers encourage student engagement, which aligns with the Universal Design for Learning principle
Multiple Means of Engagement. The following types of Advance Organizers have been presented here

Expository

 Depicts new content (clear cut and factual)

 Informs students specifically about the material they are going to learn or explains the general ideas in
advance

 Reviews in advance definitions that students will come across during the lesson

Comparative

 Activates existing knowledge to facilitate the later integration of new ideas

Text

 Assists students with note-taking, the writing process, and brainstorming and/or organizing ideas

 Offers flexibility in development options such as outlines, guided notes, PowerPoint slides, verbal
directions, and pre-questioning techniques.

Narrative

 Use of a story to prepare students for instruction

Graphic

 Visually represents how new information will fit together and is organized

 Offers a wide variety of formats such as Concept Maps and Venn Diagrams.

 Offers versatility for purposes such as organizing lectures, brainstorming, structuring the writing
process

Instructors are also finding Advance Organizers are easy to develop and use within a wide variety of
instructional settings. Advance Organizers are most effective when used at the start of a unit, discussion,
question-answer period, homework assignment, video, student textbook reading, or hands-on activity. (Allen,
2014)

Advance Organizers are especially effective when created using principles such as consistence, coherency,
and creativity. This organizational strategy is beneficial for all learners in the classroom, but critical for students
with learning differences or those who are visual learners. Research suggests student use of Advance
Organizers aid in listening, comprehension, connecting information with prior knowledge, building confidence,
motivation, and attentiveness. (Jafari, 2012)

Advance Organizers enhance students' motivation to learn (Shihusa, 2009) by providing students with key
terms, definitions, images, and key concepts which are critical to success in the course. These organizers are
useful during pre-class note preparation, in class note taking, and post class studying of important exam
material. Advance Organizers are also complimented by students and instructors due to their ease of use,
creation, and manipulation as well as their versatility of use across multiple curriculums.

Learn More

Literature Base

 Audio version

Advance Organizers are high quality instructional tools which help build confidence, make knowledge
meaningful and memorable, and help students make connections. (Dean, 2012) According to David P.
Ausubel, Advance Organizers are easy to develop and practice within a wide variety of educational settings.
Additionally, an instructor with accurate educational training can create and use Advance Organizers making
them a vital instructional tool in a student's capacity to retain new information. (Allen, 2014)
Advance Organizers are to be used as educational tools to aid in a learner's education, not to replace valid
instructional materials. (Allen, 2014) Due to classroom dynamics and the increase of student learning
differences, instructors and educators are implementing and applying their own styles and approaches to using
Advance Organizers.

Not only are Advance Organizers increasing student engagement, but they are also being studied in direct
correlation to their effect on helping students with recall and memory. Twenty four experiments have yielded
positive student results when Advance Organizers are given prior to instruction, when students have enough
time to study the organizer prior to being presented new information, and when they are tested for recall after a
short delay. (Corkill, 1992) When instructors use visual aids such as PowerPoints, video clips, and hands-on
activities students are better able to take notes and understand important concepts. Additionally, studies show
that struggling students benefit when instructors teach them organizational skills, study skills, and how to
effectively use Advance Organizers. (Maydosz, 2010)

When students are presented with visual representation of knowledge during note taking most believe it helps
in understanding major ideas of the course. (Coffey, 2006) Handouts given with incomplete details are more
effective on student's performance than students taking their own notes. (Larson, 2009) Results show that
there is a boost in verbatim memory when notes are taken as well as in performance. Additionally participants
who were able to review their notes had even better performance on testing and other assignments necessary
to success in the course. This in turn causes deeper understanding of important concepts. (Bohay, 2011)

Student learners need instruction to be clear, easy to understand, and relevant to one's growing network of
knowledge. Students in a Computer Science course agreed that use of visual representations such as concept
maps (graphic organizers) were helpful in studying for exams, and in helping to understand major course
concepts. (Coffey, 2006)