Edgar Dales Cone of Experience

I.
UNIT TITLE/CHAPTER TITLE:
Theories and Principles in the Use and Design of Technology-Driven Lessons
II. LESSON TITLE:
Edgar Dale’s Cone of Experience
III. DESIRED LEARNING OUTCOMES
At the end of this module, the students are expected to:

 Familiarized with Dale’s Cone of Experience and provided classroom processes or
practices that exemplify each strata of the Cone of Experience
 Provided examples of the various instructional materials appropriate for given
instructional contents.
IV. LESSON CONTENT
The Cone Experience
“The cone is a virtual analogy, and like all analogies, it does not bear an exact and detailed
relationship to the complex elements it represents” Edgar Dale
In preparing to become a teacher, there are elements that should be taken into
consideration. One way of putting it is the 8M’s of teaching and each element contributes to
ensuring effective instruction.
The Eight M’s of Teaching
1. Milieu – the learning environment

The classroom management and other school facilities are the most important,
because it helps the learners to rest and relax while thinking. It must be comfortable
for them. And if you have a better classroom decorated by the appropriate design
and, of course well budgeted ventilation and furniture. the children as well as the
parents will be so happy and you, as a teacher will be so proud.
2. Manner – the content of learning

The subject content must be mastered by the class. Some says "too much, too soon",
it means if you try to teach them too much just for a day, they will probably be going
home without absorbing all your discussions. Instead, teach them with the right
information just enough, for them to master it. "Little matter, but well mastered”.
3. Method – teaching and learning activities

This consist of purposeful, planned activities and tasks done by the teachers and
learners in the classroom. Do it with such unique way of planning and organizing.
you must not forget to apply values and let them work with it, for them to become a
wise and good citizen someday.
4. Material – the resources of learning

Materials are important. It must be picked wisely by the teacher because it will
serve as an example to his/ her learners. all visuals must be good and decent, it must
be well prepared. Lastly, as a teacher you must be responsible to make simple but
meaningful materials for the learners.
5. Media – communication system

This pertains to the communication system in teaching- learning situation. The best
example to this is how the teacher approaches his/her students using verbal or non-
verbal way of communication. the teacher must speak well to his/her students, give
them respect also, so they will respect you in return. Saying inappropriate words or
bad words will mislead the children. You should be a role model to them and be
extra careful on what you say because it might affect them emotionally and
mentally.
6. Motivation – arousing and sustaining interest in learning

It is a cardinal principle in learning. We knew that the learners will learn only those
he wants to learn. And if a student is not interested, he will simply " go through the
motion". In order to make them all cooperative to the lesson, you must think of a
good and "catchy" motivation that will catch their attention.
7. Mastery – internalization of learning

This is the function of teacher direction and student self-activity with teacher
supervision. A learner must not be forced to master all the lesson in the book, but to
learn and retain it in their minds. Whenever they heard a word, they can answer it
even in their own words. you just have to make them understand the lesson and
lessen the difficulties.
8. Measurement – evidence that learning took place

The final element of teaching- learning sequence. this is to measure the learning,
retained in the mind of the learners. And in order to measure it, they will undergo
through tests which will yield the evidence in form of test score.
With reference to the 8 M’s of instruction, one element is media. Another is material.
These two M’s (media, material) are actually the elements of the Cone of Experience. Edgar
Dale’s Cone of Experience relates well in various instructional media which form part of the
system’s approach to instruction.
The Cone of Experience is a visual model that shows a continuum of pictorial device
that presents bands of experience. It does not strictly define the bands to be mutually
exclusive but allows the fluid movement across the levels. In fact, the sensory aids may
overlap and even blend into one another. For example, viewing a play is far different from
being a part of it. It is far different listening to somebody explaining the architectural
design from actually executing the plan.
The version of Dale's Cone of Experience with percentages as to which band will
hone higher order thinking skills and engage learners more may be confusing because it
may not necessarily mean that learning better takes place when materials or activities
belong to the upper level of the cone or that the nature of involvement is more active if it is
in the bottom. For all the descriptive categorization of learning experiences, other elements
such as students' motivation to be engaged and learn have to be factored in as well.
Dale (1969) asserts that:
the pattern of arrangement of the bands experience is not difficulty but degree
of abstraction - the amount of immediate sensory participation that is involved. A still
photograph of a tree is not more difficult to understand than a dramatization of
Hamlet. It is simply in itself a less concrete teaching material than the dramatization ...
In our teaching, then, we do not always begin with direct experience at the
base of the Cone. Rather, we begin with the kind of experience that is most appropriate
to the needs and abilities of particular learning situation. Then of course, we vary this
experience with many other types of learning activities. (Dale, 1969 as cited in B.
Corpuz & P. Lucido, 2012).
The Bands in Dale's Cone of Experience
Direct purposeful experiences

- These refer to foundation of experiencing learning. Using the senses, meaningful
knowledge and understanding are established. This is experiential learning
where one learns by doing. It is characterized by more concrete experiences,
such as direct experiences (real-life experiences)
Contrived experiences
- It is in this category that representations such as models, miniatures, or mock
ups are used. There are things or events that may be beyond the learners grasp
and so contrived experiences can provide a substitute.
Dramatized experiences
- These are commonly used as activities that allows students to actively
participate in a reconstructed experience through role playing or dramatization.
Demonstrations
- When one decides to show how things are done, a demonstration is the most
appropriate experience. It is an actual execution of a procedure or a process. A
demonstration of how to bake a cake or how to execute the dance step is an
appropriate way of making the learning experience meaningful.
Study trips
- These are actual visits to certain locations to observe a situation or a case which
may not be available inside the classroom.
Exhibits
- These are displays of models such as pictures, artifacts, posters, among others
that provide the message or information. These are basically viewed, however,
there are currently exhibits that allow the viewers to manipulate or interact
with the display and as a result, the exhibit becomes more engaging and fun.
Television and motion pictures

- This technology equipment provides a two-dimensional reconstruction of a
reality. These allow learners to experience the situation being communicated
through the mediated tools. They provide a feeling of realism as viewers try to
understand the message portrayed by actors in the films.
Still pictures, Recordings, Radio
- Still are pictures or images. Together in this category are the audio-recorded
materials or information broadcast through the radio.
Visual symbols
- These are more abstract representations of the concept or the information.
Examples of these are information presented through a graph or a chart. For
example, a process can be presented using a flow chart.
Verbal symbols
- This category appears to be the most abstract because they may not exactly look
like the concept or object, they represent but are symbols, words, codes or
formula.
In addition, Brunner's three-tiered model of learning points out that every area
of knowledge can be presented and learned in three distinct steps.
1. Enactive - a series of actions
2. Iconic - a series of illustrations or icons
3. Symbolic - a series of symbols
Third THROUGH A SERIES SYMBOLIC

OF SYMBOLS
Second THROUGH A SERIES OF ICONIC
ILLUSTRATIONS
First THROUGH A SEQUENCE OF ACTIONS ENACTIVE
The enactive stage appears first. This stage involves the encoding and storage of
information. There is a direct manipulation of objects without any internal representation
of the objects.
For example, a baby shakes a rattle and hears a noise. The baby has directly
manipulated the rattle and the outcome was a pleasurable sound. In the future, the baby
may shake his hand, even if there is no rattle, expecting his hand to produce the rattling
sounds. The baby does not have an internal representation of the rattle and, therefore, does
not understand that it needs the rattle in order to produce the sound.
The iconic stage appears from one to six years old. This stage involves an internal
representation of external objects visually in the form of a mental image or icon. For
example, a child drawing an image of a tree or thinking of an image of a tree would be
representative of this stage.
With young learners, it is highly recommended that a learner proceeds from the
ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would not be rushed to
move to immediate abstraction at the highest level without the benefit of a gradual
unfolding. However, when the learner is matured and capable to direct his own learning, it
may move fluidly across the cone of experience
Reflection on Dale's Cone of Experience
1) How a future teacher can use the Cone of Experience to maximize learning?
2) Does the Cone of Experience design mean that all teaching and learning must move
systematically from the base to pinnacle?

Edgar Dales Cone of Experience

Uploaded by

Copyright:

Available Formats

Edgar Dales Cone of Experience

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Edgar Dales Cone of Experience

Uploaded by

Copyright:

Available Formats

I.

UNIT TITLE/CHAPTER TITLE:

Theories and Principles in the Use and Design of Technology-Driven Lessons

II. LESSON TITLE:

Edgar Dale’s Cone of Experience

III. DESIRED LEARNING OUTCOMES

At the end of this module, the students are expected to:

IV. LESSON CONTENT

The Cone Experience

1. Milieu – the learning environment

2. Manner – the content of learning

3. Method – teaching and learning activities

4. Material – the resources of learning

5. Media – communication system

6. Motivation – arousing and sustaining interest in learning

7. Mastery – internalization of learning

8. Measurement – evidence that learning took place

The Bands in Dale's Cone of Experience

Direct purposeful experiences

Television and motion pictures

Third THROUGH A SERIES SYMBOLIC

Reflection on Dale's Cone of Experience

You might also like