1. Edgar Dale's Cone of Experience By: Mejaena C. Pamis, R.N. With the help of Slideshare.net

2. HOW TO MAKE SQUARE KNOT? 3. HOW TO MAKE SQUARE KNOT? 1. Tie two over hand knots. First, right over left and twist. Then left over right and twist. 2. Make sure both parts of the rope exit the knot together! 4. HOW TO MAKE SQUARE KNOT? 1. Tie two over hand knots. First, right over left and twist. Then left over right and twist. 2. Make sure both parts of the rope exit the knot together! 5. During the 1960s, Edgar Dale theorized that learners retain more information by what they do as opposed to what is heard, read or observed. His research led to the development of the Cone of Experience. -visual model of experience - Degree of abstraction not difficulty What is CONE OF EXPERIENCE? 6. Intentions of the Cone of Experience Dale (1969) wrote that intended as a way to describe various learning experiences The levels of the Cone are interactive As one moves up the Cone there is not necessarily an increase in difficulty but rather an increase in abstract thought 7. CONCRETE LEARNING ABSTRACT LEARNING First-hand experiences Learner has some control over the outcome Incorporates the use of all five senses Difficulty when not enough previous experience or exposure to a concept 8. Direct and Purposeful Experiences First hand experience Foundation of our learning Learning by doing 9. Models and mock-ups editing of reality Necessary when real experience cannot be used or are too complicated Examples Science laboratory: Heart Skeleton Lungs kidney 10. Reconstructed experiences Can be used to simplify an event or idea to its most important parts Divided into two categories Acting actual participation (more concrete) Observing watching a dramatization take place (more abstract) Monticello Students engaged in a mock trial 11. Demonstrations Visualized explanation of an important fact, idea, or process Shows how certain things are done Examples: Teacher in P.E. shows the class how to dance tango Teacher in D.R.R.M demonstrates how to do First aid 12. Study Trips Watch people do things in real situations Observe an event that is unavailable in the classroom Example: Class trip to Intramuros Class trip to jelly factory 13. Exhibits Something seen by a spectator Consist of working models arranged meaningfully Photographs with models,charts and posters 14. Educational Television and Motion Pictures Television Motion Pictures Bring immediate interaction with events from around the world Edit an event to create clearer understanding than if experienced actual event first hand Example: Film of El Filibusterismo CNN E-tv Can omit unnecessary or unimportant material Used to slow down a fast process Viewing, seeing and hearing experience Can re-create events with simplistic drama that even slower students can grasp Example Picture steps in dancing that shows motion 15. Recordings, Radio, and Still Pictures Can often be understood by those who cannot read Helpful to students who cannot deal with the motion or pace of a real event or television Examples: Time Life Magazine Listening to old radio broadcasts Listening to period music copyservices.tamu.edu/clipart/clip09/index.html 16. VISUAL SYMBOLS No longer involves reproducing real situations Chalkboard and overhead projector the most widely used media Help students see an idea, event, or process Examples: Chalkboard Flat maps Diagrams charts http://pro.corbis.com http://419.bittenus.com/6/6ballgameslottery/geography.gif 17. Two types Written words more abstract Spoken words less abstract Examples: Discussion Explanation/lecture books 18. Mis-Conceptions of the Cone All teaching/learning must move from the bottom to the top of the Cone. One kind of experience on the Cone is more useful than another More emphasis should be put on the bottom levels of the Cone The upper level of the Cone is for older students while the lower levels are for younger students It overemphasizes the use of instructional media 19. Misrepresentations of the Cone www.biij.org/2008/1/e16/fig4.gif www.compstrategies.com/.../img002.gif www.cals.ncsu.edu/agexed/sae/ppt1/img012.GIF web20guru.wikispaces.com/file/view/dalescone.gif 20. Jerome Bruners Theory of Instruction Three levels in the learning process Enactive direct experience Iconic representation of experience Symbolic words or visual symbols The process of learning must begin in concrete experiences and move toward the abstract if mastery is to be obtained. 21. Enactive direct experiences Direct, Purposeful Contrived Dramatized Iconic pictorial experiences Demonstrations Study trips Exhibits Educational television Motion pictures Recordings, radio, still pictures Symbolic highly abstract experiences Visual symbols Verbal symbols 22. What does the Cone mean for instruction? Dale taught teachers that they should help their students learn how the media effects us, and to critically evaluate it. Teachers must evaluate the benefit of the learning vs. the amount of time required in the lesson How to effectively use instructional media to helping students move from concrete to abstract thought http://elzeeyed.com/ydome/wpcontent/uploads/2007/08/teacher_cartoon.gif 23. Conclusio n: The Cone of Experience is a visual device to aid teachers in the selection of instructional media The literal interpretation of the Cone has resulted in misconceptions of its use The Cone has practical applications in classroom instructional media 24. QUESTION? Which of these technologies are arranged from the most symbolic to multisensory? A. real objects, print, audio-visual materials, and visual materials B. visual materials, audio-visual materials, print, computers C. visual materials, print, audio- visual materials and realia D. print, audio, visual materials and computers