2. Identified learning principles and theories that
are applied in technology-driven teaching-
learning models.
Used the learning principles and theories as
basis in the development of the teaching plans
and selections of instructional materals.
5. Lesson Outcomes
• Familiarized with Dale’s Cone of Experience
and provide classroom processes or practices
that exemplify each strata of the Cone of
Experience
• Provided examples of the various instructional
materials appropriate for given instructional
context.
6. Edgar Dale
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Edgar Dale (1900-1985) served on
The Ohio State University faculty from
1929 until 1970.
He was an internationally renowned
pioneer in the utilization of audio-
visual materials in instruction.
Professor Dale's 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.
10. First introduced in Dale’s 1946 book,
“Audio-Visual Methods in Teaching”
Designed to “show the progression of
learning experiences” (Dale (1969) p. 108) from the
concrete to the abstract.
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11.
12.
13. 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
Every level of the Cone
uses abstract thinking in
come way
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14. 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.
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15. Intentions of the Cone of Experience
Dale (1969) wrote that
May lead to a more useful way of
thinking about audio visual
materials and their application in the
classroom
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
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16. Misconceptions 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
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20. Direct and Purposeful Experiences
Direct, first hand
experiences
Have direct participation
in the outcome
Use of all our senses
Examples:
Working in a homeless
shelter
Tutoring younger children
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21. Models and mock-ups
“Editing of reality”
Necessary when real
experience cannot be
used or are too
complicated
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22. 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 trial7/15/2020 22
24. ICONIC EXPERIENCES ON THE CONE
Progressively moving toward greater use of imagination
Successful use in a classroom depends on how much
imaginative involvement the method can illicit from
students
Involves:
Demonstrations
Study trips
Exhibits
Motion pictures
Educational television
Radio, recordings, and still pictures
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25. Demonstrations• Visualized explanation of
an important fact, idea, or
process
• Shows how certain things
are done
• Examples:
▫ How to make a peanut
butter and jelly sandwich
▫ How to play the piano
▫ How to lift a fingerprint
Flame Salt Test Demonstration-
You Tube
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27. Study Trips
Watch people do things in
real situations
Observe an event that is
unavailable in the
classroom
Examples:
Civil War Re-enactment
Old World Wisconsin
Class trip to other place
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29. Exhibits
Something seen by a
spectator
Two types
Ready made
○ Museum
○ Career fair
Home-made
○ Classroom project
○ National History Day
competition
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30. 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:
TV coverage of 9/11
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
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32. 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
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34. Very little immediate physical action
Difficult only if one doesn’t have enough
direct experience to support the symbol
Used at all levels of the Cone in varying
importance
Involves:
• Visual symbols
• Verbal symbols
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35. 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
http://419.bittenus.com/6/6ballgameslottery/geography.gif
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36. Two types
Written words – more
abstract
Spoken words – less
abstract
Examples:
Discussion
Explanation/lecture
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38. Dale (1938) 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
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39. How do you use technology in your instruction?
Does the use of technology enhance learning?
Do today’s technology savvy students require
greater usage of technology than in the past?
How can you use technology to create learning
experiences?
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40. Conclusion:
•The Cone of Experience is a
visual device to aid teachers in
the selection of instructional
media
•The Cone is based on the
movement from concrete
experiences to abstract
experiences
•The literal interpretation of the
Cone has resulted in
misconceptions of its use
•The Cone has practical
applications in classroom
instruction 7/15/2020
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41. Bilbao, et.al. (2019). Technology
for Teaching and Learning 1.
Quezon City, PH: Lorimar
Publishing, In
Lucido, P. & Corpuz, B. (2012).
Educational Technology 1 2nd
Edition. Lorimar Publishing Co.
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