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Cone of experience
- 1. Edgar Dale's Coneof Experience By: Mejaena C. Pamis, R.N. With the help of Slideshare.net
- 2. HOW TO MAKESQUARE KNOT?
- 3. HOW TO MAKESQUARE 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 MAKESQUARE 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!
- 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 Coneof 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 ABSTRACTLEARNING 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
- 9. Direct and Purposeful Experiences First hand experience Foundation of our learning Learning by doing
- 10. Models andmock-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 explanationof 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 Watchpeople 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 seenby a spectator Consist of working models arranged meaningfully Photographs with models,charts and posters
- 15. Educational Television and MotionPictures 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, andStill 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 Nolonger 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 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. Misrepresentations of theCone 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’sTheory 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.
- 22. Enactive –direct experiences Direct, Purposeful Contrived Dramatized Iconic – pictorial experiences Demonstrations Study trips Exhibits Educational television Motion pictures Recordings, radio, still pictures Symbolic – highly abstract experiences Visual symbols Verbal symbols
- 23. What does theCone 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 Coneof 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 ofthese 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
- #2 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]
- #7 In today’s presentation I will address the following questions about Dale’s Cone of Experience.[read out loud]
- #8 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)
- #9 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.
- #10 At the very bottom of the Cone we find the most concrete uses of experience. Direct and Purposeful Experiences are (read slide aloud).
- #11 Next in the Enactive category are contrived experiences which are (read slide aloud)
- #12 Finally to round out the enactive experiences, Dale has created the category of dramatized experiences which are (read slide out loud).
- #13 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.
- #14 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.
- #15 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).
- #16 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).
- #17 Finally, the most abstract of the iconic category Dale places recordings, radio and still pictures. This category (read slide out loud).
- #18 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).
- #19 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.
- #20 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).
- #21 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.
- #22 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)
- #23 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.
- #24 (Read the slide aloud)
- #25 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!