The following is a summary of pages 166-167 of Visible Learning by John Hattie.
Advance organizers can be “broadly defined as bridges from the reader´s previous knowledge to whatever is to be learned (Stone, 1983, p. 194).” They are aimed to bridge and link old with new information. Advanced organizers can assist in helping the learner organize and interpret new upcoming instruction. Behavioral Objectives are statements off what students ought to be able to do as a consequence of instruction. The overall effects show much variance but the effects are highest when the learning intentions of the lessons are articulated, when notions of success included, and when these are shared with the students.
Luiten, Ames, and Ackerman (1980) and Stone (1983) found that advance organizers were associated with increased learning and retention of teaching material.
The effects were low for written advance organizers compared to non-written ones, and had no effect when used for teaching low-ability, or low-knowledge learners. Too often, advance organizers and behavioral objectives tended to be specific, ignore challenge, and have no notions of what would be deemed as success in attaining the objective.