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Lesson 5 The Cone of Experience 1

The Cone of Experience is a visual model that categorizes experiences by their degree of abstraction, with direct experiences at the base and more abstract forms at the top. It emphasizes the importance of using multiple instructional materials to enhance learning and cautions against teaching solely at the symbolic level without concrete experiences. The model encourages educators to help students progress from concrete experiences to abstract thinking to foster higher-order thinking skills.

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26 views13 pages

Lesson 5 The Cone of Experience 1

The Cone of Experience is a visual model that categorizes experiences by their degree of abstraction, with direct experiences at the base and more abstract forms at the top. It emphasizes the importance of using multiple instructional materials to enhance learning and cautions against teaching solely at the symbolic level without concrete experiences. The model encourages educators to help students progress from concrete experiences to abstract thinking to foster higher-order thinking skills.

Uploaded by

diazyanna201
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 5:

The Cone Of Experience


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
• 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 experience becomes.

• Dale further explains that “the individual bands of the cone of experience
stand for experiences that are fluid, extensive, and continually interact”
(dale, 1969). It should not be taken literally in its simplified form. The
different kinds of sensory aid often overlap and sometimes blend into one
another. Motions pictures can be silent or they can combine sight and
sound. Students may merely view a demonstration or they may view it
then participate in it.
What are these bands of experience in Dale’s Cone of Experience? It is best to
look back at the Cone itself. But let us expound on each of them starting with
the most direct.

Direct purposeful experience. These are first hand experiences which serve as
the foundation of our learning. We build up our reservoir of meaningful
information and ideas through seeing, hearing, touching, tasting, and
smelling. In the context of the teaching-learning process, it is learning by
doing.
Contrived experiences. In here, we make use of a representative models or
mock up the reality for practical reasons and so what we can the real-life
accessible to the students’ perceptions and understanding. For instance a
mock up of Apollo, the capsule for the exploration of the moon, enabled the
North American Aviation Co. to study, the problem of lunar flight.

Dramatized experiences. By dramatization, we can participate in a


reconstructed experience, even though the original event is far removed
from us in time. We can relieve the outbreak of the Philippine revolution by
actiong out the role of characteristics in a drama.
Demonstrations. These are a visualized explanation an important fact, idea
or process by the use of photographs, drawings, films, displays or guided
motions. These show how things are done. A teacher in Physical Education
shows the class how to dance tango.

Study trips. These are excursions, educational trips, and visits conducted to
observe an even that is unavailable within the classroom.
Exhibits. These are displays to be seen by spectators. They may consist of
working models arranged meaningfully or photographs with models, charts,
and posters. Sometimes exhibits are “for your eyes only”. These are some
exhibits, however, that include sensory experiences where spectators are
allowed to touch or manipulate models displayed.

Televisions and motion pictures. These can reconstruct the reality of the
past so effectively that we are made to feel we are there. The unique value
of the messages communicated by film and television lies in their feeling of
realism, their emphasis on persons and personality, their organized
presentation, and their ability to select, dramatize, highlight, and clarify.
Still pictures, Recordings, Radio. These are visual and auditory devices
which may be used by an individual or a group. Still pictures lack sound
and motion of a sound film. The radio broadcast of an actual event may
often be likened to a televised broadcast minus its visual dimension.

Visual symbols. These are no longer realistic production of physical things


for these are highly abstract representation. Examples are charts, graphs,
maps, and diagrams.
Verbal symbols. They are not like the objects or ideas for which they stand.
They usually do not contain visual clues to their meaning. Written words fall
under this category. It may be a word for a concrete object (book), an idea
(freedom of speech), a scientific principle (the principle of balance), a
formula (e=mc2)
What are the implications of the Cone of Experience in the teaching-learning
process?

1. We do not use only one medium of communication in isolation. Rather we use


many instructional materials to help the learner conceptualize his/her
experience.

2. We avoid teaching directly at the symbolic level of thought without adequate


foundation of the concrete. Learners’ concept will lack deep roots in direct
experience. Dale cautions us when he said: “these rootless experiences will not
have the generative power to produce additional concepts and will not enable
the learner to deal with the new situations that he faces” (Dale, 1969)
3. When teaching, we don’t get stuck in the concrete. Let us strive to bring
our students to the symbolic or abstract level to develop their higher order
thinking skills.
Thank you

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