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Advance Organizer Model is given by David Ausubel, one of the educational psychologists. This theory of meaningful verbal learning deals with three concerns:-

(a) How knowledge (curriculum content) is organized;
(b) How the mind works to process new information (learning); and
(c) How a teacher can apply these ideas about curriculum and learning when they present new material to students (instruction). This model is designed to strengthen the student’s cognitive structure.

In this approach, the teacher is responsible for organizing and presenting what is to be learned. The teacher organizes subject matter and presents information through lectures, readings, and tasks to integrate what has been learned. The learner's primary role is to master ideas and information. The Advance Organizers provide concepts and principles to the students directly. According to Ausubel, whether the material is meaningful or not depends more on the learner's preparation and the organization of the material than on the presentation method.

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Main Elements of Advance Organizer Teaching Model:

Syntax: In syntax, firstly actions are generally present for a meaningful sense of a text, then it is presented in a specific form to learn the text. Three primary processes are included in this type of model.

Presentation of Advance Organizer

(a) The objective of the lesson is specified.

(b) The presentation of the organizer is done. For this:

(c) Learner is made aware of related knowledge and experience.

Presentation of Learning Material/Learning Task

(a) Organizer is fully clarified.

(b) Logical order of learning content is interpreted not to be any doubt.

(c) Taking care concentration and maintain concentration.

(d) To present learning material.

To Strengthen Cognitive Organizer

(a) Use of integrative reconciliation principles.

(b) To make students active to gain information.

(c) To clarify the complex approach's text and make it simple and easy.

Social System: In Advance Organizer Model, the teacher retains control of the intellectual structure, relates the learning material to the organizers, and helps students differentiate new material from previously leads to the successful acquisition of material.

Principles of Reaction: Negotiation of meaning and responses between the teacher and the learner clarifies the meaning of the new learning material with the students' existing knowledge. Mutual interaction between teacher and learner responsively connect organizers and learning material.

Support System: The advance organizer's effectiveness depends on an integral and appropriate relationship between the conceptual organizer and the content. This model provides guidelines for recognizing structural materials.

Instructional and Nurturant Effects: The instrumental values of this model are – the ideas themselves that are used as the organizer are learned and information presented to the students.

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Concept attainment requires a student to figure out the attributes of a category that is already formed in teacher's mind, by comparing and contrasting examples that contain the characteristics (attributes) of the concept with examples that do not contain these attributes.

Learning concepts involves successfully identifying shared characteristics that define them as a category. On the contrary, most of the time concepts are explained in our schools, at the most with suitable examples and students are made to remember the rote concept. Students never get the idea of what attributes formed a particular concept, and such clarity remains alien to them. Students never get an opportunity to form their own concepts based on their attributes.

The Concept Attainment Model (CAM) tries to address this issue and provides ample opportunity for a child to explore a concept's attributes. It engages students and encourages them to form the concept using illustrations, word cards or specimens called examples. This model also ensures that the teacher starts with the student's previous knowledge. Students go beyond merely associating a key term with a definition in this approach. Hence the concept is learned more thoroughly, and retention is improved.

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Steps in implementing CAM model effectively in the classroom: 
1. Select a concept and analyze the attributes 
2. Develop examples and non-examples for each of the attributes 
3. Introduce the process to the students 
4. Present the examples sequentially 
5. Allow children to create a hypothesis and verify their hypothesis by themselves 
6. Develop a concept definition 
7. Ask for additional examples 
8. Discuss the process with the class 
9. Evaluate

The Concept Attainment Model has many advantages over traditional methods of teaching. It develops information processing skills in children. Students become better analytical thinkers, their critical thinking sharpens as they have to describe their thinking, and students also become more articulate in their descriptions (of their thinking).

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A deductive environment is where instructors carry out lessons by introducing rules, discussing adjacent themes and concepts, and ultimately having students complete example tasks or problems to practice the particular rules that have been presented before.

Instructors conduct lessons primarily in lecture form with minimal dialogue between them and their learners. Rules are first presented, then follow by example.

A common critique of the deductive learning approach is that it emphasizes the teacher and not enough on the student; however, this format can be highly effective in the circumstances.

Deductive instruction methods efficiently convey complex topics and establish the foundation for higher-level problem-solving.

It is essential to call out that the operative phrase in the previous sentence of ‘complex’ is highly subjective. How an instructor controls for and adjusts the aspects of relative complexity amongst learners is where the real power of the deductive learning technique rests.

By using deductive learning either in a straightforward and short curriculum or introducing a set of topics that will be foundational to more abstract subsequent concepts, instructors can help their learners acquire information rapidly and efficiently.

It is also essential that instructors consistently ask themselves whether their deductive learning environments are maintaining sustainable cognitive load- the amount of information learner’s working memory can process at any one time.

Lecture formats can often gloss over the fact that working memory capacity has a set upper bound for the rate at which it can process information. Thus sustainable pacing is central to avoiding overwhelming this cognitive function in learners.

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Inductive instruction is a powerful tool in helping to encourage higher-level cognitive processing. Still, it can also be overwhelming to learners who do not yet have a strong enough knowledge-base to form hypothesizes around the subjects in question.

While inductive and deductive formats should not be thought of as mutually exclusive, learners must provide a sound foundation before asking them to go through an inductive learning exercise.

There are several ways to accomplish this, but one of the most well regarded is executing on the idea of a ‘flipped classroom’. In this approach, students asked to complete most of what has been done using their previous knowledge before they arrive at class, such as watching a pre-recorded lecture. Students then use the time inside of the course to work through examples or problem-sets either individually or as a group, seeking guidance from the instructor as necessary. By freeing up time within a classroom for inductive learning, students can more rapidly move from lower-order thinking such as memorization to higher-order thinking processes like reasoning and analysis.