1946, 1st Edition of Audiovisual Methods in Teaching 1954, 2nd Edition of Audiovisual Methods in Teaching 1969, 3rd Edition of Audiovisual Methods in Teaching
Perhaps the Cone of Experience has already helped toremind you of some important ideas aboutcommunication, learning, and concept development.But like all reminders, the Cone carries the dangers ofoversimplification... [do] not mistake the Cone devicefor an exact rank-order of learning processes. Youwill understand that the Cone classifies instructionalmessages only in terms of greater or lesserconcreteness and abstractness. 1 From Dale, 1969, p. 128
Q Does the Cone device mean that all teaching and learning must move systematically from base to pinnacle?A Emphatically no. As we have noted, young children use many simple abstractions-verbal symbols. Before entering school they have mastered the meanings of at least 2500 words, or verbal symbols, each one of which is an abstraction. The fact that something is an abstraction does not necessarily make it difficult to understand. Actually, there are wide variations in degree of difficulty. 2 From Dale, 1969, p. 128
Q Can we overemphasize the amount of direct experience that is required to learn a new concept?A Yes, this is a danger. Perhaps the new abstraction can be mastered with less firsthand experience than you might think necessary. Indeed, too much reliance on concrete experience may actually obstruct the process of meaningful generalization. Certainly a mathematician could not develop a system of higher mathematics by counting on his fingers. 3 From Dale, 1969, p. 130
Q Are the upper levels of the Cone for the older student and the lower ones for the child?A It is true that the older a person is, the more abstract his concepts are likely to be. We can explain this developmental change by a greater physical maturation, greater opportunity for vivid experiences, and (in certain circumstances) greater motivation for learning. But an older student does not live exclusively in the world of his abstract concepts, just as a child does not live only through the impressions his senses give him. The shuttling process, in fact, continues not only through the learning of a particular concept, but throughout all life. And this interaction is an indication of the nature and complexity of concepts themselves. (continued on next slide) 4 From Dale, 1969, p. 130
Q Are the upper levels of the Cone for the older student and the lower ones for the child?A (Continued from previous slide) Instructional materials at all levels of the Cone can help us to extend the web of relationships that our concepts involve. Even the most advanced student, therefore, can deepen his understanding of concepts and his enjoyment of life by participating in experiences all along our Cone. … the Cone of Experience stands for activities that are available, in varying degrees, to learners in all age groups. 5 From Dale, 1969, p. 132
Q Does the Cone of Experience overemphasize instructional devices (the media of communication) at the expense of subject matter (the message to be communicated)?A Actually, use of the Cone may lead to an enhancement of our subject matter presentations. Indeed, the Cone may help us to choose the instructional materials that are most appropriate for the particular topic we wish to teach. The Cone can help us to understand these relationships between media and the messages they convey. It suggests, in fact, that various instructional materials differ in the degree of sensory experience they are able to provide. Our selection of instructional materials, therefore, will depend on the amount of sensory experience we wish to provide for a particular topic of our lesson. And the Cone can help us "place" a teaching method; it can help us select the way of communicating most suited to the experience we wish to convey. 6 From Dale, 1969, p. 132
Our understanding of the Cone of Experience, moreover, willremind us of a fundamental principle for our teaching: We donot use any one medium of communication in isolation.Rather, we use many instructional materials to help thestudent conceptualize his experience so that he can deal with iteffectively. The Cone suggests that concept development canproceed from experiences with any specific instructionalmaterial. It often follows, then, that the more numerous andvaried the media we employ, the richer and more secure willbe the concepts we develop. Well-chosen instructionalmaterials of various kinds can provide a variety of experiencesthat enhance the learning of a given subject for any student atany given point in his continuing development. 7 From Dale, 1969, p. 133
We conclude, then, that the Cone of Experience isvisual model, a pictorial device that may help you tothink critically about the ways in which concepts aredeveloped. Indeed, you may now be able to applyyour ideas about the relationships of interesting,meaningful experiences and abstract, highly symbolicrepresentations. 8 From Dale, 1969, p. 134
Students brought to our classes handouts of “alternative” Cones of Learning with different names for levels in the Cone. Internet Searches revealed “Interesting” percentages applied to the Cone. They all looked “kind of the same.” Did they know something we (and Dale) didn’t??? The following slides show examples of various Cones we have encountered:
10/25/1999 San Leandro, CaliforniaReference: Wiman and Meirhenry, 1960.
At the next level, we find that we are reaching the place where activity and application make our use of information "real" to us. Bruce Nyland in the 1950’s studied what kinds of information people remember the most and for the longest period of time. He concluded that when students "do the real thing," "simulate" the real thing, or teach others what they have learned, the retention rate is about 90% of what was taught. Note: Bruce Nyland died in 1998 at the age of 62. He was 14 years old in 1950 and 23 in 1959.
#3. Crystal Kuykendall, Ed.D, J.D. The Mid-Atlantic Equity Center, School of Education, The American University Improving Black Student Achievement By Enhancing Students Self Image http://www.nwrel.org/ cnorse/booklets/achi eve/table6.html
Lower levels of the cone involve the student as a participant and encourage active learning. Lower levels include more stimuli and are richer with regard to natural feedback - the consequences of an action. Higher levels compress information and provide more data faster for those able to process it. Pictures are remembered (recalled) better than verbal propositions. Pictures aid in recalling information that has been associated with them Upper levels of the cone need more instructional support than lower levels.
Course: 603 Family: Middle and Later Yearshttp://gozips.uakron.edu/~mrainey/603les~1.htm DALES CONE OF EXPERIENCE People Generally Remember ?** 10% of what they read. Read Verbal Receiving 20% of what they hear. Hear Words 30% of what they see. Watch still picture Watch moving picture Visual Watch exhibit Receiving 50% of what they hear and see. Watch demonstration 70% of what Do a site visit. they say or Do a dramatic presentation. Hearing, write. Saying, Seeing & 90% of what Simulate a real experience. Doing they say Do the real thing. as they do a thing. ?** ?** Wiman and Meirhenry. (1969) contains reference to Edgar Daless "Cone of Experience." **Question marks refer to the unknown.
#9. http://ohioline.osu.edu/4h-fact/0018.html The Edgar Dale Cone of Experience summarizes how learners retain information. A person remembers 10% of what they read, 20% of what they heard, 30% of what they seen and 50% of what is seen and heard. This is the first only “cone” reference when searching the OSU site for “Edgar Dale.” Ohio State is the Home of the Edgar Dale Media Center.
#10. Why Choose Talk Tools? It Works http://www.talktools.com/whychoose/works.htmlStudies have shown that how information is presented determines theretention level of the information. The Cone of Learning Theory, explainsthe likelihood of retaining information, based on the method of delivery.When simply spoken to in a presentation we retain 30% of what is said. Ifthis information is also presented in a visual format, our retention level ofthis information increases to 50%. When we also actively receive andparticipate in the presentation, retention increases to 70%. Finally, retentionis maximized to 90% when we practice what weve learned.Source: Dale and Nyland, 1985.
http://www.econtentmag.net/r19/2002/delancie8_02.htmlA similar endorsement is voiced by Matthew Gale, who handles strategicproduct marketing for Web and interactive solutions at Discreet, the SanFrancisco maker of content creation solutions for video, animation, and 3D. Hedescribes streaming media as "another way to communicate experiences,knowledge, ideas, messages, and stories. This medium allows companies todeliver compelling multimedia information across vast distances—in real timeor near real time—to implementers, influencers, and decision-makers.Companies can richly communicate custom messages to all the keystakeholders while improving workforce knowledge and productivity."As evidence of streamed multimedias efficiency, Gale cites "classicresearch" published by Wiman and Mierhenry in 1969. "The study foundthat people remember 10% of what they read, 20% of what they hear, 30%of what they see, and 50% of what they hear and see."
http://www.ciconline.org/uploads/CIC_REPORT.pdfFrom pp. 15-16Researchers posit that explanations in words and pictures, as opposed towords or pictures, make for increased comprehension (Mayer, 2001) forthe learner. Dale’s “Cone of Experience” (1946, 1996) providesevidence of these phenomena. Dale’s research suggested that increasingthe modalities by which content was presented could increase retentionrates. Wiman and Mierhenry (1969) extended Dale’s concept toconclude that people will generally remember•10 percent of what they read•20 percent of what they hear•30 percent of what they see•50 percent of what they hear and see
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Spring/Summer 2002 10% of what we hear. 15% of what we see. 20% of what we both see and hear. 40% of what we discuss 80% of what we experience directly or practice doing. 90% of what we attempt to teach others Source: Brady (1989)
We Remember: 5% Lecture 14 Sources:(and counting) 10% What we read 15% What we see Wiman and Mierhenry, 1969 20% Audio-Visual 20% What we see and hear Wiman and Mierhenry, 1960 20% What we hear 26% What we hear Glasser, 1990 30% What we see 30% Passive Verbal Standard Oil of NY 30% Demonstration 40% What we discuss Socony-Vacuum Oil Company 50% Visual Receiving 50% See and hear Dale and Nyland, 1985 50% Discussion Group 70% Discuss with others Bruce Nyland, 2000 70% Active Receiving and Participating 70% Say Bruce Nyland, 1950’s 70% Say and Write 70% Say or Write Nyland/Dole, 1972 70% Say as they talk 75% Practice by Doing 80% Experience Personally Dale Edgar 80% What we experience directly or practice doing 90% Say as they do a thing NTL Institute 90% Say and perform a task 90% Teach to others/Immediate Use James Stice, 1984 Seminar 90% What we attempt to teach others 95% of what we teach someone else Gustafson, 1985 Brady, 1989
Contact Information: Tony Betrus - firstname.lastname@example.org Al Januszewski - email@example.com State University of New York at Potsdam Department of Information and Communication Technology Download the presentation, after November 18th, at:http://www2.potsdam.edu/educ/betrusak/aect2002/dalescone.html
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