Dale's Cone of Experience

1. The Cone of Experience
By
EdgarDale
Submitted by,
Aiswarya.G
Mathematics Optional

2. Edgar Dale
EdgarDale
❖ Edgar dale was born in 1900, and he grew up
on a family farm in North Dakota, United
States.
❖ He served on the Ohio State University
faculty from 1929 until 1970.
❖ He made several contributions to audio and
visual instruction. His most famous concept
was called the “Cone of Experience” a
graphic depiction of the relationship between
how information is presented in instruction
and the outcomes for learners.

3. Whatis Coneof Experience
❖ First introduced in Dale’s 1946 book,
Audio-Visual Methods in Teaching.
❖ Designed to “show the progression
of learning experiences” from the
concrete to the abstract.
❖ When a learner moves from direct
and purposeful experiences to verbal
symbols, the degree of abstraction
gradually grows. And as a result,
learners become spectators rather
than participants.

5. Concrete Abstract

6. TheLevelsof theConeof Experience
❖ Enactive-direct experiences
> Direct, Purposeful
> Contrived
> Dramatized
❖ Iconic-Pictorial experiences
> Demonstrations
> Study Trips
> Exhibits
> Educational Television
> Motion Pictures
> Recordings, Radio and Still Pictures
❖ Symbolic-highly abstract experiences
> Visual Symbols
> Verbal Symbols

7. DirectPurposefulExperiences
❖ First hand experiences.
❖ Have direct participation in the outcome.
❖ Use of all our senses.
❖ Experience-a ounce of experience is better than a tone of theory.
❖ At the very bottom of the cone we find the most concrete uses of experience.

8. ContrivedExperiences
❖ Here, we make use of a representative models and mock-ups of reality.
❖ Editing of reality-differs from the original either in size or complexity.
❖ Necessary when real experience cannot be used or are too complicated.

9. DramatizedExperiences
❖ Reconstructed experiences.
❖ Representation of real past events.
❖ Divided into two categories
> Acting – actual participation (more concrete).
> Observing – watching a dramatization take place (more abstract).
❖ Different forms of dramas are play, pageant, pantomime, puppets etc.

10. ❖ A visualized explanation of an important fact, idea or process by use of :
Photographs, Drawings, Films, Displays.
❖ Showing how things are done.
- How to make a peanut butter and jelly sandwich.
- How to play the piano.
❖ Demonstrations are great mixture of concrete hands-on application and more abstract
verbal explanation.
Demonstrations

11. StudyTrips
❖ Watch people do things in real situations.
❖ Observe an event that is unavailable in the
classroom.
❖ These are excursions, educational trips, and visits
conducted to observe an event that is unavailable
within the classroom.

12. Exhibits
❖ Exhibits are concrete representationof things. Something seen by a spectator.
❖ This includes exhibits, museums, specimens etc.
❖ It brings the outside world into the classroom.

13. EducationalTelevision
❖ An important educational tool that bring immediate interaction with
events from around the world.
❖ Live telecast brings the real event as it actually happens.
❖ Edit an event to create clearer understanding than if experienced
actual event first hand.

14. ❖ Can omit unnecessary or unimportant material.
❖ Used to slow down a fast process.
❖ Viewing and hearing experience. It utilizes multi-sensory
approach.
❖ Can re-create events with simplistic drama that even slower
students can grasp.
❖ Motion pictures if carefully prepared using both audio and
visuals together can be very much effective.
MotionPictures

15. Recordings,Radioand StillPictures
❖ Radio is a means of one-way communication
❖ Can often be understood by those who cannot read. Lack auditory dimension.
❖ Helpful to students who cannot deal with the motion or pace of a real event or television.
❖ Still pictures include slides, pictures, illustrations etc.

16. VisualSymbols
❖ This includes maps, charts, diagrams, graphs,
cartoons etc.
❖ Help students see an idea, event, or process.
❖ If properly employed can promote more interest and
better understanding.

17. VerbalSymbols
❖ This is chalk and talk method.
❖ Two types of verbal symbols are
> Written words
> Spoken words.
❖ Thinking is given more importance.
❖ No resemblance to the object for which it stands.

18. Limitations
❖ Field trip has been classifiedas an experience involving
only observation and hence has been placed much high in
the ladder. They should be actually classified under direct
purposeful experiences.
❖ Projected aids are considered to be much more effective in
teaching than non projected aids. But here they are placed
much high in the pinnacle.

19. Mis-Conceptionsof theCone
❖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. Thank You…