The correct order from most symbolic to most multisensory is:
A. real objects, print, audio-visual materials, and visual materials
Real objects are the most hands-on/multisensory. Print materials are more abstract/symbolic than real objects but less so than audio-visual materials which can depict events. Visual materials like pictures/diagrams are more abstract than audio-visuals but less so than purely textual print materials.
3. HOW TO MAKE SQUARE
KNOT?
1. Tie two over hand knots. First,
right over left and twist. Then
left over right and twist.
2. Make sure both parts of the
rope exit the knot together!
4. HOW TO MAKE SQUARE
KNOT?
1. Tie two over
hand knots. First,
right over left and
twist. Then left over
right and twist.
2. Make sure both
parts of the rope
exit the knot
together!
5.
6. During the 1960s, Edgar Dale theorized
that learners retain more information by
what they “do” as opposed to what is
“heard”, “read” or “observed”. His
research led to the development of the
Cone of Experience.
-visual model of experience
- Degree of abstraction not difficulty
What is CONE OF
EXPERIENCE?
7. Intentions of the
Cone of
Experience
Dale (1969) wrote that
intended as a way to describe
various learning experiences
The levels of the Cone are
interactive
As one moves up the Cone
there is not necessarily an
increase in difficulty but rather
an increase in abstract thought
8. CONCRETE LEARNING ABSTRACT LEARNING
First-hand
experiences
Learner has some
control over the
outcome
Incorporates the use
of all five senses
Difficulty when not
enough previous
experience or
exposure to a concept
10. Models and mock-ups
“editing of reality”
Necessary when real
experience cannot be
used or are too
complicated
Examples
Science laboratory:
Heart
Skeleton
Lungs
kidney
11. 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 abstract)
Monticello Students engaged in a mock trial
12. Demonstrations
• Visualized explanation of
an important fact, idea,
or process
• Shows how certain things
are done
• Examples:
▫ Teacher in P.E. shows
the class how to dance
tango
▫ Teacher in D.R.R.M
demonstrates how to
do First aid
13. Study Trips
Watch people do things
in real situations
Observe an event that is
unavailable in the
classroom
Example:
Class trip to Intramuros
Class trip to jelly factory
14. Exhibits
Something seen by
a spectator
Consist of working
models arranged
meaningfully
Photographs with
models,charts and
posters
15. Educational Television and
Motion Pictures
Television
Motion Pictures
Bring immediate
interaction with events
from around the world
Edit an event to create
clearer understanding
than if experienced
actual event first hand
Example:
Film of El
Filibusterismo
CNN
E-tv
Can omit unnecessary or
unimportant material
Used to slow down a fast
process
Viewing, seeing and
hearing experience
Can re-create events with
simplistic drama that even
slower students can grasp
Example
Picture steps in dancing
that shows motion
16. 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
Examples:
Time Life Magazine
Listening to old radio
broadcasts
Listening to period music
copyservices.tamu.edu/clipart/clip09/index.html
17. 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
Examples:
Chalkboard
Flat maps
Diagrams
charts
http://pro.corbis.com
http://419.bittenus.com/6/6ballgameslottery/geography.gif
18. Two types
› Written words – more
abstract
› Spoken words – less
abstract
Examples:
› Discussion
› Explanation/lecture
› books
19. Mis-Conceptions of the Cone
All teaching/learning must move from the bottom to
the top of the Cone.
One kind of experience on the Cone is more useful
than another
More emphasis should be put on the bottom levels of
the Cone
The upper level of the Cone is for older students while
the lower levels are for younger students
It overemphasizes the use of instructional media
20. Misrepresentations of the Cone
www.biij.org/2008/1/e16/fig4.gif
www.compstrategies.com/.../img002.gif
www.cals.ncsu.edu/agexed/sae/ppt1/img012.GIF
web20guru.wikispaces.com/file/view/dalescone.gif
21. Jerome Bruner’s Theory of Instruction
Three levels in the learning process
Enactive – direct experience
Iconic – representation of experience
Symbolic – words or visual symbols
The process of learning must begin in concrete
experiences and move toward the abstract if mastery
is to be obtained.
23. What does the Cone mean for instruction?
Dale taught teachers that
they should help their
students learn how the media
effects us, and to critically
evaluate it.
Teachers must evaluate the
benefit of the learning vs. the
amount of time required in
the lesson
How to effectively use
instructional media to
helping students move from
concrete to abstract thought
http://elzeeyed.com/ydome/wpcontent/uploads/2007/08/teacher_cartoon.gif
24. Conclusio
n:
The Cone of Experience is a visual
device to aid teachers in the
selection of instructional media
The literal interpretation of the
Cone has resulted in
misconceptions of its use
• The Cone has practical
applications in classroom
instructional media
25. QUESTION?
Which of these technologies are
arranged from the most symbolic
to multisensory?
A. real objects, print, audio-visual
materials, and visual materials
B. visual materials, audio-visual
materials, print, computers
C. visual materials, print, audio-
visual materials and realia
D. print, audio, visual materials
and computers
Editor's Notes
Welcome everyone! My name is Amanda, and I am excited to share with you Edgar Dale’s Cone of Experience. As the use of technology becomes more important in our daily lives, it has also become important as a classroom learning tool. It can be used to enhance learning experiences or even create new experiences. Think back to an academic learning experience you had in school. If technology was involved, how did it influence your experience? If it wasn’t involved, how could technology be applied today to enrich that experience for your students?[Take a few examples from the group to stimulate conversations and interest]
In today’s presentation I will address the following questions about Dale’s Cone of Experience.[read out loud]
Dale outlined his intentions for the use of the Cone of Experience in the 1969 version of his Audio Visual Textbook. (read slide out loud)
Concrete and Abstract learning are key concepts in the visual layout of the Cone. (Read slide aloud) Although Dale points out that every level of the Cone contains some form of abstractedness, such as words, he emphasizes that the lower levels of the Cone rely more on concrete experiences as foundations for later abstract exploration.
At the very bottom of the Cone we find the most concrete uses of experience. Direct and Purposeful Experiences are (read slide aloud).
Next in the Enactive category are contrived experiences which are (read slide aloud)
Finally to round out the enactive experiences, Dale has created the category of dramatized experiences which are (read slide out loud).
Demonstrations are a great mixture of concrete hands-on application and more abstract verbal explanation. Demonstrations can (read slide out loud). If you don’t have the room or materials to perform certain demonstrations, the Internet provides many options for demonstration viewing. (watch hyperlink). Although this creates a greater abstraction to the demonstration, I use this video in my own classroom during our forensic science unit because my room is not equipped to handle open flames. Even though this is not “hands on” the students love to watch this colorful demonstration.
Study trips are another great way to mix concrete and abstract concepts of learning. Study trips allow students to (read slide aloud). This photograph is of my students on our bi-annual trip to Washington, D.C.. This year will be our fifth trip to D.C since 2001 and I have found that students have gained a much deeper content knowledge through this experience. They are able to take seemingly abstract textbook concepts and view them at work in real life. It gives them a chance to view and touch the knowledge previously presented to them.
The next category on the Cone are exhibits. At first most people think of museum when they hear the work exhibits but Dale envisioned the use of exhibits as much more. Exhibits are (read the slide out loud).
This category is probably one of the most used in traditional education, today. With the advent of “live” television, students can become more intimately involved in real events as they are happening. Motion pictures can also take epic events and condense them into usable packages for lesson planning. Both however are nearing the top of the Cone as students are limited in their physical involvement. Television can (read slide aloud). Motion pictures can (read slide out loud).
Finally, the most abstract of the iconic category Dale places recordings, radio and still pictures. This category (read slide out loud).
We all are inundated with visual symbols every day and most of the time we pay little attention to them. On the Cone, Dale describes visual symbols as (read slide aloud).
Finally, at the top of the Cone of Experience are verbal symbols. This category represents the most abstract band of the Cone in which concepts don’t look like the things they represent. If I said the word “K-i-t-e” the letters look nothing like a kite yet we have learned to understand what those letters together mean. Visual symbols offer (read slide aloud). Now that we have a better understanding of each category in the Cone of Experience, lets explore how to apply this knowledge to the classroom.
Dale’s Cone of Experience is often mis-interpreted and more recently mis-represented. In Dale’s 1969 version of his Audio Visual text, he dedicates an entire section to refuting these mis-conceptions, which include (read slide aloud).
Probably the most widely accepted, yet totally incorrect representation of Dale’s Cone are the examples you see here. Dale’s original Cone does not include the retention percentages nor had Dale ever mentioned them in his writings. These percentages have been attributed to a government report in the 1950’s and has since been refuted. There is no evidence as to who first attached these percentages to Dale’s Cone, but they have unfortunately stuck.
Two previous theorists greatly influenced Dale while he was creating the Cone. (Read first bullet) Dale writes of his Bruner’s influence in his Audio Visual textbook. Dale writes that he based the division of the Cone on Bruner’s Theory of Instruction. Bruner’s theory involves (Read slide aloud)
Now lets look at the real Cone and its contributions to education. Using Bruner’s three learning process levels, Dale grouped the Cone’s categories into Enactive, Iconic, and Symbolic experiences. (Read the slide out loud) Let’s start with the bottom of the Cone and explore the categories Dale considered the most concrete or enactive.
(Read the slide aloud)
Whew, that was a lot of information to remember! Let’s recap the most important aspects of this presentation. (read the slide aloud) Are there any questions? (take a few moments to answer any question the group may have). Thank you all for joining me today and have a great rest of the school year!