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TTL Dales

Edgar Dale's Cone of Experience is a learning model that illustrates how individuals learn best through direct experiences, followed by contrived, dramatized, and various other forms of learning activities. The model emphasizes the importance of sensory participation and suggests that learning experiences can overlap and vary based on the needs of learners. Additionally, it incorporates the 8 M's of teaching, which include elements such as milieu, method, media, and mastery, to enhance the learning process.

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Jennyvie Cabaya
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7 views16 pages

TTL Dales

Edgar Dale's Cone of Experience is a learning model that illustrates how individuals learn best through direct experiences, followed by contrived, dramatized, and various other forms of learning activities. The model emphasizes the importance of sensory participation and suggests that learning experiences can overlap and vary based on the needs of learners. Additionally, it incorporates the 8 M's of teaching, which include elements such as milieu, method, media, and mastery, to enhance the learning process.

Uploaded by

Jennyvie Cabaya
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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EDGAR DALE’S

CONE OF
EXPERIENCE
MAKEBELIEFSCOMI
X ● Free application that you can
use to create a comic strip.
Edgar Dale’s
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

 It Is a learning model that suggests that people


learn best by doing, followed by observing, then
listening, reading, and finally visualizing.
ELEMENTS 8M’S OF TEACHING

MILIEU MATTER
 The learning environment  Content of learning

METHOD MATERIAL
 Teaching and Learning  Resources of Learning
activities
8M’S OF TEACHING

MEDIA MOTIVATION
 Communication system  Arousing and sustaining
interest in learning

MASTERY MEASUREMENT
 Internalization of learning  Evidence that learning took
place
MEDIA AND
MATERIAL
 Elements of CONE OF EXPERIENCE that relate
well with various instructional media that
form part of the system’s approach to
instruction.
VERBAL
SYMBOLS
VISUAL EDGAR
RECORDINGS, SYMBOLS
DALE’S CONE
RADIO AND
STILL PICTURES MOTION OF
PICTURES
EDUCATIONAL
EXPERIENCE
TELEVISION EXHIBITS

STUDY
TRIPS DEMONSTRATIONS

DRAMATIZED EXPERIENCE

CONTRIVED EXPERIENCES
DIRECT PURPOSEFUL
EXPERIENCES
The Cone of Experience is a visual model
that shows a continuum of learning; a
pictorial device that presents bands of
experience. It does not strictly define the
bands to be mutually exclusive but
allows the 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
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,
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
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.
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.
• Dramatized experiences- These are commonly used
as activities that allows students to actively
• 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- These technology
equipment provide a two- dimensional
reconstruction of a reality. These allow learners to
• 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
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
THANKYOU
SO MUCH!

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