Using Advance Organizer Model to Influence the Meaningful

Learning of New Concepts for ESL Learners in a Collaborative

Classroom
Piyawan Sunasuan
Piyawan.sun@mahidol.edu, Mahidol University International Demonstration School
Date: 4 February 2020

Abstract
This action research attempts to study the effects of using advance organizer model
to influence meaningful learning of new concepts for ESL learners in collaborative classrooms
as 1) to study instructional effects of using advance organizer model to influence meaningful
learning of new concepts for ESL learners in collaborative classrooms, and 2) to study the
student achievement after using the advance organizer model to influence meaningful
learning of new concepts compare to the 80 percent criterion. The sample of the study is
purposively limited to 20 students in a class of the Introduction to Skills for Leadership and
Management at Mahidol University International School, Thailand. The researcher used
lesson plans and observation as research tools and analyzed using content analysis, mean and
standard deviation. The findings show that the teacher planned, prepared, and instructed to
meet the characters of collaborative classroom designs which area: 1) shared knowledge
among teachers and students 2) shared authority among teachers and students 3) teachers
as mediators, and 4) Heterogeneous groupings of students. The instructional design also
meets the steps of using advance organizer model to influence the meaningful learning of
new concepts for ESL learners in a collaborative classroom. The teacher designs the tasks of
learning follows the three phases of the advance organizer format. The student achievement
after using advance organizer model to influence the meaningful learning of new concepts for
ESL learners in a collaborative classroom meet the criteria of 80.