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TTL 1 - Tan Report

This document discusses Edgar Dale's Cone of Experience, a visual model illustrating different levels of learning experiences, from direct experiences to more abstract representations. It emphasizes the importance of various instructional materials and methods, categorized into the Eight M's of Teaching, which contribute to effective instruction. Additionally, it highlights the need for adapting teaching approaches based on learners' needs and abilities, as well as the role of motivation in the learning process.

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15 views14 pages

TTL 1 - Tan Report

This document discusses Edgar Dale's Cone of Experience, a visual model illustrating different levels of learning experiences, from direct experiences to more abstract representations. It emphasizes the importance of various instructional materials and methods, categorized into the Eight M's of Teaching, which contribute to effective instruction. Additionally, it highlights the need for adapting teaching approaches based on learners' needs and abilities, as well as the role of motivation in the learning process.

Uploaded by

Luna Avy
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
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MODULE 5 LESSON 1

EDGAR DALE’S
CONE OF EXPERIENCE
LESSON OUTCOMES:

1.Familiarized with Dale’s Cone of Experience and


provided classroom processes or practices that
exemplify with strata of the Cone of Experience
2.Provided examples of the various instructional
materials appropriate for given instructional contexts
THE CONE OF EXPERIENCE

“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

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
2.Matter - 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

With reference to the 8M’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 with
various instructional media which form part of the system’s approach to
instruction.
Figure 3. Dales’s Cone of Experience
The Cone of Experience is a visual model that shows a cuntinuum of
learning; a 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
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
student’s 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.

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.
THE BANDS IN DALE’S CONE OF EXPERIENCE

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.
THE BANDS IN DALE’S CONE OF EXPERIENCE

Study trips - These are actual visits to certain locations to observe a


situation or a case which may not be available in 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.
THE BANDS IN DALE’S CONE OF EXPERIENCE

Television and motion pictures - This technology equipment


provides a two-dimensional reconstruction of a reality. These allow learner 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 actions in the film.

Still pictures, Recordings, Radio - Still are pictures or images.


Together in this category are the audio-recorded materials or information
broadcast through the radio.
THE BANDS IN DALE’S CONE OF EXPERIENCE

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 represented 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 formulae.
In addition, Bruner’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

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.
Thank you

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