Comparative advance organizers are designed to:

Comparative advance organizers are designed to:

• A. Introduce entirely new concepts
• B. List previously learned information needed for a lesson
• C. Provide summaries of upcoming lessons
• D. Outline homework assignments

Answer: (B)

Comparative advance organizers are intended to help learners make connections between what they already know and the new information they will be encountering. Their primary function is to activate prior knowledge, allowing students to better understand and integrate new concepts by relating them to familiar ones. This makes option B the most accurate choice, as it emphasizes the importance of recalling previously learned material that will support the learning of new content. While the other options may be relevant in different educational contexts, they do not align with the specific purpose of comparative advance organizers. For example, introducing entirely new concepts typically requires different instructional strategies that do not rely on prior knowledge. Similarly, providing summaries of upcoming lessons would not necessarily involve activating what students already know, and outlining homework assignments focuses on future tasks rather than the preparatory role of advance organizers. Therefore, the role of comparative advance organizers is clearly linked to the effective bridging of existing knowledge with new information.

Comparative advance organizers are intended to help learners make connections between what they already know and the new information they will be encountering. Their primary function is to activate prior knowledge, allowing students to better understand and integrate new concepts by relating them to familiar ones. This makes option B the most accurate choice, as it emphasizes the importance of recalling previously learned material that will support the learning of new content.

While the other options may be relevant in different educational contexts, they do not align with the specific purpose of comparative advance organizers. For example, introducing entirely new concepts typically requires different instructional strategies that do not rely on prior knowledge. Similarly, providing summaries of upcoming lessons would not necessarily involve activating what students already know, and outlining homework assignments focuses on future tasks rather than the preparatory role of advance organizers. Therefore, the role of comparative advance organizers is clearly linked to the effective bridging of existing knowledge with new information.