Scribd
Upload
5 views

Lesson 5

Uploaded by

Symba Lei
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
5 views

Lesson 5

Uploaded by

Symba Lei
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 25

“The Cone is a visual

analogy, and like all


analogies, it does not
bear an exact and
detailed relationship to
the complex elements
it represents.”
-Edgar Dale
Focus Questions:
What is the Cone of Experience?

What are the sensory aids in the Cone of


Experience?

What are its implication in


teaching?
The Cone of Experience
 First
introduced in Dale’s 1946
book, Audio-Visual Methods
in Teaching.

 Designed to “show the progression


of learning experiences” (Dale (1969)
p. 108) from the concrete to the
abstract
The Cone of Experience
is a visual model, a
pictorial device that
presents bands of
experience arranged
according to degree of
abstraction and not
degree of difficulty.
The farther you go from
the bottom of the cone,
the more abstract the
Enactive – direct experiences
 Direct, Purposeful

Levels
 Contrived
 Dramatized

of the
Iconic – pictorial experiences
 Demonstrations

Cone of
 Study trips
 Exhibits

Experience
 Educational television
 Motion pictures
 Recordings, radio, still pictures
Symbolic – highly abstract
experiences
 Visual symbols
 Verbal symbols
Concrete

Abstract
Direct and Purposeful Experience
 Direct, First hand Experience
 Have a direct participation in the outcome
 Use of all our senses
Contrived Experience
 Models and mock-ups
 “editing of reality”
 Necessary when real
experience cannot be
used or are too
complicated
Dramatized Experience
 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
Demonstration
 Visualized explanation of an
important fact, idea, or process
 Shows how certain things are
done
Field Trips
 Watch people do
things in real
situations

 Observe an event
that is
unavailable in
the classroom
Exhibits
 Something seen
by a spectator

Two types
Ready made
Home-made
Educational Television and Motion Pictures
Television Motion Picture
Bring immediate  Can omit unnecessary
interaction with events or
from around the world  Used to slow down a
fast process
Edit an event to create  Viewing, seeing and
clearer understanding hearing experience
than if experienced actual  Can re-create events
event first hand with simplistic drama
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
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
Verbal Symbol
Two types
 Written words – more
abstract
 Spoken words – less
abstract
People always think differently.
Some may think in concrete terms
and some in abstract terms.
Concrete thinking refers to the
thinking on the surface whereas
abstract thinking is related to
thinking in depth.
Read more: Difference Between Concrete and Abstract Thinking | Difference Between | Concrete vs Abstract Thinking
http://www.differencebetween.net/language/difference-between-concrete-and- abstract-thinking/#ixzz3f5hiHSMx
Different kind of sensory aid
often overlap and sometime
blend into one another.
One kind of sensory experience is
not necessarily more educationally
useful than another. Sensory
experiences are mixed and
interrelated
Too much reliance on concrete
experience may actually obstruct the
process of meaningful
generalization.

The best will be striking a balance between


concrete and abstract, direct participation and
symbolic expression for the learning that will
Do not use only one medium of
communication in isolation.
Rather use many instructional materials
to help the learner conceptualize his/her
experience.
Avoid teaching directly at the
symbolic level of thought
without adequate
foundation of the concrete.
Learners’ concept will lack
deep roots in direct
experience.
When teaching, don’t get stuck in
the concrete. Strive to bring our
students to the symbolic or
abstract level to develop their
higher order thinking skills.
“These rootless experience will not have the
generative power to produce additional
concepts and will not enable the learner to
deal with new situations that he/she faces”
(Dale 1969)
Modified by:

JV Potter

You might also like