Cone of Experience (Edgar Dale) by: Mark Oliver L. Vilamayor, RN
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The document describes Edgar Dale's Cone of Experience, which arranges different types of educational experiences from concrete to abstract. At the base of the cone are direct experiences that involve learning by doing. Moving up are increasingly abstract experiences like contrived experiences using models, dramatized experiences using role playing, demonstrations, study trips, exhibits, educational videos and films, recordings, and finally visual and verbal symbols at the top, which are the most abstract forms of representation. The cone is used to illustrate that students will generally understand and retain information better through more interactive and experiential hands-on forms of learning at the bottom of the cone.
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(Just edit the Font size because some of the fonts I used are not applicable in Slideshare)
The cone of experience(powerpoint presentation)
The document presents Edgar Dale's Cone of Experience, which arranges educational experiences from most to least abstract. At the base are direct experiences, followed by increasingly abstract experiences like contrived experiences, demonstrations, exhibits, and recordings. At the top are visual and verbal symbols, which are the most abstract representations and furthest removed from reality. The cone is meant as a visual model to show that students learn best through hands-on experiences but that more abstract forms can also be effective teaching tools.
Lesson 5 Cone of Experience
The document summarizes Dale's Cone of Experience model of learning, which proposes that learning progresses from concrete to abstract experiences. It shows a cone with different levels of experience - from direct experiences at the bottom to verbal symbols at the top. The bottom levels involve hands-on experiences while the upper levels are more abstract, involving symbols and language. The model emphasizes starting with concrete experiences before moving to more abstract levels of learning.
The cone of experience
Edgar Dale created the Cone of Experience model to show that learning is most effective when it moves from concrete to abstract experiences. The cone illustrates a progression from direct experiences at the base to verbal and visual symbols at the top as learners gain understanding. Educators should utilize a variety of methods along this continuum to actively engage students and develop their higher-order thinking.
Edgar Cone of Learning (Edgar Cone of Experience)
Edgar Dale developed the Cone of Experience model to show that learners retain more information through hands-on experiences rather than through passive learning like reading or listening. The model is depicted as an inverted cone, with the most concrete experiences like direct experiences and role plays at the base. Each level moving up involves less direct experience and more abstraction, like demonstrations and verbal symbols at the top. According to Dale's research, methods lower in the cone that involve hands-on experiences are the most effective for learning.
The cone of experience
The document outlines Edgar Dale's Cone of Experience, which visualizes different types of educational experiences arranged from most concrete to most abstract. At the bottom are direct purposeful experiences like hands-on activities, followed by contrived experiences using models and simulations, then exhibits, demonstrations, and field trips providing more detached experiences. Higher up are visuals like pictures, diagrams and symbols, and at the top are verbal representations like written words and formulas, as the most abstract experiences. The cone illustrates how educational experiences can range from concrete "learning by doing" to more abstract conceptual representations.
Dale's Cone of Experience
The Cone of Experience is a model that arranges learning experiences from concrete to abstract, with direct experiences like field trips at the bottom and verbal symbols like written words at the top. It was introduced by Edgar Dale in 1946 to show the progression of learning. The cone is not intended to represent degrees of difficulty, but rather degrees of abstraction. When teaching, the goal is to strike a balance between concrete and abstract experiences and not rely too heavily on either, in order to develop students' conceptual understanding and higher-order thinking skills.
Direct, purposeful experiences and beyond
Direct, purposeful experiences refer to concrete, firsthand experiences through our senses that form the foundation of our learning by allowing us to construct ideas, concepts and generalizations. These experiences should lead learners to higher levels of thinking by drawing meaning and abstraction. Effective instruction utilizes direct experiences but also guides learners to generalize and think beyond the concrete experience for deeper understanding.
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Direct, purposeful experience
Educational Technology 1 Lesson 7
(Just edit the Font size because some of the fonts I used are not applicable in Slideshare)
The cone of experience(powerpoint presentation)
The document presents Edgar Dale's Cone of Experience, which arranges educational experiences from most to least abstract. At the base are direct experiences, followed by increasingly abstract experiences like contrived experiences, demonstrations, exhibits, and recordings. At the top are visual and verbal symbols, which are the most abstract representations and furthest removed from reality. The cone is meant as a visual model to show that students learn best through hands-on experiences but that more abstract forms can also be effective teaching tools.
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The document summarizes Dale's Cone of Experience model of learning, which proposes that learning progresses from concrete to abstract experiences. It shows a cone with different levels of experience - from direct experiences at the bottom to verbal symbols at the top. The bottom levels involve hands-on experiences while the upper levels are more abstract, involving symbols and language. The model emphasizes starting with concrete experiences before moving to more abstract levels of learning.
The cone of experience
Edgar Dale created the Cone of Experience model to show that learning is most effective when it moves from concrete to abstract experiences. The cone illustrates a progression from direct experiences at the base to verbal and visual symbols at the top as learners gain understanding. Educators should utilize a variety of methods along this continuum to actively engage students and develop their higher-order thinking.
Edgar Cone of Learning (Edgar Cone of Experience)
Edgar Dale developed the Cone of Experience model to show that learners retain more information through hands-on experiences rather than through passive learning like reading or listening. The model is depicted as an inverted cone, with the most concrete experiences like direct experiences and role plays at the base. Each level moving up involves less direct experience and more abstraction, like demonstrations and verbal symbols at the top. According to Dale's research, methods lower in the cone that involve hands-on experiences are the most effective for learning.
The cone of experience
The document outlines Edgar Dale's Cone of Experience, which visualizes different types of educational experiences arranged from most concrete to most abstract. At the bottom are direct purposeful experiences like hands-on activities, followed by contrived experiences using models and simulations, then exhibits, demonstrations, and field trips providing more detached experiences. Higher up are visuals like pictures, diagrams and symbols, and at the top are verbal representations like written words and formulas, as the most abstract experiences. The cone illustrates how educational experiences can range from concrete "learning by doing" to more abstract conceptual representations.
Dale's Cone of Experience
The Cone of Experience is a model that arranges learning experiences from concrete to abstract, with direct experiences like field trips at the bottom and verbal symbols like written words at the top. It was introduced by Edgar Dale in 1946 to show the progression of learning. The cone is not intended to represent degrees of difficulty, but rather degrees of abstraction. When teaching, the goal is to strike a balance between concrete and abstract experiences and not rely too heavily on either, in order to develop students' conceptual understanding and higher-order thinking skills.
Direct, purposeful experiences and beyond
Direct, purposeful experiences refer to concrete, firsthand experiences through our senses that form the foundation of our learning by allowing us to construct ideas, concepts and generalizations. These experiences should lead learners to higher levels of thinking by drawing meaning and abstraction. Effective instruction utilizes direct experiences but also guides learners to generalize and think beyond the concrete experience for deeper understanding.
Edtech 1, Teaching with Dramatized Experiences
This document discusses various dramatized experiences that can be used for teaching including plays, pageants, pantomime, puppets, and role playing. It notes that dramatization allows participants and spectators to be engaged in a creative interaction and sharing of ideas. Different types of dramatized experiences such as plays, pageants, pantomime, puppet shows, and role playing are described along with considerations for using each effectively in teaching.
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This document discusses the power and educational potential of film, video, and television in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world experiences into the classroom. While these tools can be highly engaging and impactful, they also have limitations like encouraging passivity in students and small screen sizes. The document provides basic guidance for teachers on how to effectively incorporate these media into lessons, such as preparing the classroom environment, engaging students before and after viewing, and linking the content to past lessons.
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Contrived experiences are edited versions of direct experiences designed to simulate real-life situations, such as models, mock-ups, specimens, games and simulations. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups are special models that highlight parts of a process. Specimens are portions of material used for examination, like a human brain sample. Simulations represent manageable real events where the learner actively participates. Games are forms of physical exercise or plays used to practice or refine skills and identify weaknesses. They can also serve as reviews.
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This document discusses direct purposeful experiences, which are first-hand learning experiences gained through the senses of seeing, hearing, touching, and smelling. These sensory-rich experiences allow people to construct meaningful ideas and concepts. Examples include conducting experiments, making objects, giving presentations, and surveys. Direct experiences are purposeful because they are undertaken intentionally for the sake of learning, and involve active participation through the senses, unlike indirect experiences which are learned by observing others. The document emphasizes that direct experiences should not be ends in themselves, but should immerse students in real-world learning through hands-on activities to develop their skills.
Edgar Dale's Cone of Experience
The document discusses Edgar Dale's Cone of Experience, which is a model that depicts how information is presented in instruction and the resulting learner outcomes. It moves from more concrete experiences like direct experiences at the bottom to more abstract experiences like symbols at the top. The document provides examples of instructional methods and materials that correspond to each level of the cone, such as demonstrations, exhibits, educational videos. It aims to help teachers select appropriate instructional methods and media based on the cone. The cone is intended as a framework rather than a strict progression, and common misconceptions about it are addressed.
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This document discusses the meaning of educational technology. It provides various definitions from different sources that define educational technology as the application of technology to satisfy educational needs and desires through systematic methods. Educational technology involves people, procedures, ideas, devices and organization to analyze and solve problems in human learning. It can include both the technology and processes used in education, as well as instructional methods that integrate technology into teaching. The document also discusses how technology can be either a boon or bane to education, and the various roles technology can play in supporting learning through tools, information, context, social interaction and intellectual partnership.
The cone of experience
The Cone of Experience is a model created by Edgar Dale that graphically represents the relationship between different types of learning experiences and their effectiveness. It ranges from direct, hands-on experiences at the bottom to abstract, symbolic representations at the top. The cone is meant to show that learning is generally most effective when it progresses from concrete to abstract. It influences teachers to incorporate a variety of instructional methods and media into their lessons to engage different types of learners.
Cone of experience
The document summarizes Dale's Cone of Experience, which depicts the relationship between different types of educational experiences and how close they are to reality. At the bottom of the cone are direct experiences, followed by contrived experiences, dramatized experiences, demonstrations, and so on up the cone getting further from reality, with verbal symbols at the top. The cone is used to help select instructional resources and activities based on allowing different sensory experiences and proximity to real-life.
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The document discusses direct and indirect experiences in learning. It defines direct experiences as first-hand sensory experiences that form the foundation of learning. Indirect experiences involve observing, reading, or hearing about the experiences of others. The document recommends giving students opportunities for direct experiences, such as conducting experiments in the laboratory, to actively engage their senses and draw meaning from real-world experiences. This helps students learn concepts at a higher level of generalization and abstraction.
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Direct, purposeful experiences are concrete, firsthand experiences that form the foundation of our learning by using our senses to construct ideas and meaning. They involve actively engaging in experiences like preparing a meal, doing an experiment, or delivering a speech. Contrived experiences are designed to simulate real-life situations when direct experiences are not possible, through models, simulations, games, and other substitutes. They allow students to learn by overcoming limitations of space, time, and accessibility. Both direct and contrived experiences provide meaningful ways for students to learn through active participation and hands-on activities.
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The document provides guidelines for observing an instructor's use of instructional materials in a lesson. It notes the instructor should be well-prepared themselves and prepare the students. The materials should also be well-prepared and creative. The instructor should include a follow up activity to evaluate student learning. The document then prompts the learner to note what they learned from applying these guidelines and how they could apply it in their own lessons.
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This document discusses different types of dramatized experiences that can be used for educational purposes, including formal plays, pageants, tableaus, pantomimes, puppets, and role-playing. It provides details on what each type involves, such as pageants typically focusing on local history and tableaus creating picture-like scenes. The document also notes that role-playing allows participants to get absorbed in assigned roles and that puppets, pantomimes, and tableaus are commonly used in classrooms due to their simplicity and practicality.
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Still pictures, recordings, and radio can be used as visual and auditory learning tools. They help students who have difficulties reading or dealing with the pace of real events or television. Still pictures can transform abstract ideas, bring students closer to reality, change sizes, save teacher time and energy, assist in preventing misconceptions, and help students retell experiences. Recordings can enhance text resources by providing comments or context. Radio broadcasts of events are like televised broadcasts without visuals, and radio was used for educational purposes as early as 1924 due to its accessibility.
Lesson5 coneofexperience
The document discusses Edgar Dale's Cone of Experience, which arranges various educational experiences from most concrete to most abstract. Direct experiences are closest to real life, while verbal symbols are the most abstract. The cone shows that mixing media which appeal to multiple senses helps learning. It cautions against overreliance on one type of experience and emphasizes moving between concrete and abstract. Bruner's model of enactive, iconic, and symbolic learning parallels the cone's arrangement from hands-on to abstract.
Cone of experience
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.
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This document summarizes Edgar Dale's Cone of Experience, which illustrates that learners retain more information through hands-on experience compared to passive learning methods. At the bottom of the cone is direct purposeful experience, where learners retain 90% of information. Moving up the cone, retention rates decrease for methods like demonstrations (70%), exhibits (50%), and verbal symbols (10%) which provide the least engagement. The cone is a tool to help instructors choose activities that maximize learner retention by incorporating multiple senses and keeping learners close to real-world experiences.
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Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone progresses from concrete to abstract experiences, with direct experiences at the bottom and verbal symbols at the top. It was intended to help teachers select appropriate instructional methods and media to move students from concrete to abstract understanding. While often misinterpreted as a strict progression, Dale emphasized that the levels interact and media higher in the Cone can also be concrete, depending on usage. The Cone remains useful for matching instructional approaches to content and student characteristics.
Direct, purposeful experiences
Edgar Dale's Cone of Experiences ranks different types of educational experiences from the most abstract (reading about experiences) to the most effective and engaging (direct experiences). According to the document, direct experiences are sensory experiences that serve as the foundation for learning. These experiences are not just mechanical but involve asking meaningful questions and are undertaken purposefully to achieve specific goals. The document advocates that hands-on, firsthand experiences are better for learning than just reading theories.
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This document discusses the power and educational potential of film, video, and television in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world experiences into the classroom. While these tools can be highly engaging and impactful, they also have limitations like encouraging passivity in students and small screen sizes. The document provides basic guidance for teachers on how to effectively incorporate these media into lessons, such as preparing the classroom environment, engaging students before and after viewing, and linking the content to past lessons.
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Contrived experiences are edited versions of direct experiences designed to simulate real-life situations, such as models, mock-ups, specimens, games and simulations. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups are special models that highlight parts of a process. Specimens are portions of material used for examination, like a human brain sample. Simulations represent manageable real events where the learner actively participates. Games are forms of physical exercise or plays used to practice or refine skills and identify weaknesses. They can also serve as reviews.
Lesson 7; Direct purposeful experience
This document discusses direct purposeful experiences, which are first-hand learning experiences gained through the senses of seeing, hearing, touching, and smelling. These sensory-rich experiences allow people to construct meaningful ideas and concepts. Examples include conducting experiments, making objects, giving presentations, and surveys. Direct experiences are purposeful because they are undertaken intentionally for the sake of learning, and involve active participation through the senses, unlike indirect experiences which are learned by observing others. The document emphasizes that direct experiences should not be ends in themselves, but should immerse students in real-world learning through hands-on activities to develop their skills.
Edgar Dale's Cone of Experience
The document discusses Edgar Dale's Cone of Experience, which is a model that depicts how information is presented in instruction and the resulting learner outcomes. It moves from more concrete experiences like direct experiences at the bottom to more abstract experiences like symbols at the top. The document provides examples of instructional methods and materials that correspond to each level of the cone, such as demonstrations, exhibits, educational videos. It aims to help teachers select appropriate instructional methods and media based on the cone. The cone is intended as a framework rather than a strict progression, and common misconceptions about it are addressed.
Educational technology 1
This document discusses the meaning of educational technology. It provides various definitions from different sources that define educational technology as the application of technology to satisfy educational needs and desires through systematic methods. Educational technology involves people, procedures, ideas, devices and organization to analyze and solve problems in human learning. It can include both the technology and processes used in education, as well as instructional methods that integrate technology into teaching. The document also discusses how technology can be either a boon or bane to education, and the various roles technology can play in supporting learning through tools, information, context, social interaction and intellectual partnership.
The cone of experience
The Cone of Experience is a model created by Edgar Dale that graphically represents the relationship between different types of learning experiences and their effectiveness. It ranges from direct, hands-on experiences at the bottom to abstract, symbolic representations at the top. The cone is meant to show that learning is generally most effective when it progresses from concrete to abstract. It influences teachers to incorporate a variety of instructional methods and media into their lessons to engage different types of learners.
Cone of experience
The document summarizes Dale's Cone of Experience, which depicts the relationship between different types of educational experiences and how close they are to reality. At the bottom of the cone are direct experiences, followed by contrived experiences, dramatized experiences, demonstrations, and so on up the cone getting further from reality, with verbal symbols at the top. The cone is used to help select instructional resources and activities based on allowing different sensory experiences and proximity to real-life.
Direct, Purposeful Experiences (EdTech)
The document discusses direct and indirect experiences in learning. It defines direct experiences as first-hand sensory experiences that form the foundation of learning. Indirect experiences involve observing, reading, or hearing about the experiences of others. The document recommends giving students opportunities for direct experiences, such as conducting experiments in the laboratory, to actively engage their senses and draw meaning from real-world experiences. This helps students learn concepts at a higher level of generalization and abstraction.
Direct, Purposeful & Contrived Experiences
Direct, purposeful experiences are concrete, firsthand experiences that form the foundation of our learning by using our senses to construct ideas and meaning. They involve actively engaging in experiences like preparing a meal, doing an experiment, or delivering a speech. Contrived experiences are designed to simulate real-life situations when direct experiences are not possible, through models, simulations, games, and other substitutes. They allow students to learn by overcoming limitations of space, time, and accessibility. Both direct and contrived experiences provide meaningful ways for students to learn through active participation and hands-on activities.
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A quick yet comprehensive explanation about the Cone of Experience and Bruner's 3 Tiered Experiences.
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The document provides guidelines for observing an instructor's use of instructional materials in a lesson. It notes the instructor should be well-prepared themselves and prepare the students. The materials should also be well-prepared and creative. The instructor should include a follow up activity to evaluate student learning. The document then prompts the learner to note what they learned from applying these guidelines and how they could apply it in their own lessons.
Dramatized experiences Presentation
This document discusses different types of dramatized experiences that can be used for educational purposes, including formal plays, pageants, tableaus, pantomimes, puppets, and role-playing. It provides details on what each type involves, such as pageants typically focusing on local history and tableaus creating picture-like scenes. The document also notes that role-playing allows participants to get absorbed in assigned roles and that puppets, pantomimes, and tableaus are commonly used in classrooms due to their simplicity and practicality.
Still Pictures, Recordings and Radio
Still pictures, recordings, and radio can be used as visual and auditory learning tools. They help students who have difficulties reading or dealing with the pace of real events or television. Still pictures can transform abstract ideas, bring students closer to reality, change sizes, save teacher time and energy, assist in preventing misconceptions, and help students retell experiences. Recordings can enhance text resources by providing comments or context. Radio broadcasts of events are like televised broadcasts without visuals, and radio was used for educational purposes as early as 1924 due to its accessibility.
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The document discusses Edgar Dale's Cone of Experience, which arranges various educational experiences from most concrete to most abstract. Direct experiences are closest to real life, while verbal symbols are the most abstract. The cone shows that mixing media which appeal to multiple senses helps learning. It cautions against overreliance on one type of experience and emphasizes moving between concrete and abstract. Bruner's model of enactive, iconic, and symbolic learning parallels the cone's arrangement from hands-on to abstract.
Cone of experience
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.
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This document discusses the educational benefits of using film, video, and television in the classroom. It notes that these mediums can bring real-world examples, experts, and events into the classroom. However, it also acknowledges the limitations, such as television being a one-way communication device and the potential for excessive viewing to hinder development. The document provides guidance for effective use, including preparing the classroom, pre-viewing activities to set expectations, active viewing, and post-viewing discussions to check understanding and application of the lesson.
The cone of Experience
This document summarizes Edgar Dale's Cone of Experience, which illustrates that learners retain more information through hands-on experience compared to passive learning methods. At the bottom of the cone is direct purposeful experience, where learners retain 90% of information. Moving up the cone, retention rates decrease for methods like demonstrations (70%), exhibits (50%), and verbal symbols (10%) which provide the least engagement. The cone is a tool to help instructors choose activities that maximize learner retention by incorporating multiple senses and keeping learners close to real-world experiences.
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Edgar dale s cone of experience
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone progresses from concrete to abstract experiences, with direct experiences at the bottom and verbal symbols at the top. It was intended to help teachers select appropriate instructional methods and media to move students from concrete to abstract understanding. While often misinterpreted as a strict progression, Dale emphasized that the levels interact and media higher in the Cone can also be concrete, depending on usage. The Cone remains useful for matching instructional approaches to content and student characteristics.
Direct, purposeful experiences
Edgar Dale's Cone of Experiences ranks different types of educational experiences from the most abstract (reading about experiences) to the most effective and engaging (direct experiences). According to the document, direct experiences are sensory experiences that serve as the foundation for learning. These experiences are not just mechanical but involve asking meaningful questions and are undertaken purposefully to achieve specific goals. The document advocates that hands-on, firsthand experiences are better for learning than just reading theories.
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Motion pictures involve the projection of a series of still photographs that give the illusion of continuous movement when viewed rapidly in succession. They have evolved from early experiments with devices like the zoetrope to modern cinema. Documentaries aim to relay real events while experimental films play with the medium's capabilities. Fictional films are based on imagined characters and stories. Motion pictures can intensely hold viewers' attention, show intimate details, and give an impression of being everywhere at once through camera movements. They have advantages like drawing attention, showing past events, and serving large audiences, but also disadvantages like fixed pacing and potential for misinterpretation.
Lesson 5: The Cone of Experience
The Cone of Experience model presents different types of sensory experiences arranged from most concrete at the bottom to most abstract at the top. The model shows that experiences can overlap and blend, and that no single type is necessarily more useful than others for education. Striking a balance between concrete experiences like direct participation and more abstract experiences like symbols is important for meaningful learning that continues throughout life. The document then lists and describes different bands of experiences along the cone from direct experiences to verbal symbols.
Direct, Purposeful And Contrived Experience
Direct, purposeful experiences involve firsthand interactions that form the foundation of learning through our senses. Contrived experiences are substitutes used when direct experiences are not practical, and include models, simulations, and specimens. Both types of experiences are important for learning if purposefully designed and facilitated to stimulate questioning and draw meaning from interactions. The document discusses examples and rationales for using direct experiences like cooking or presentations, and contrived experiences like atom models or preserved specimens in biology classrooms.
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This document discusses different types of contrived experiences used for learning, including models, mock-ups, specimens, objects, simulations, and games. Models are reproductions of real things that may be scaled up or down and made of synthetic materials. Mock-ups are arrangements of real or associated devices that allow their parts to be manipulated. Specimens are typical examples of a group. Simulations represent manageable real events where the learner actively participates, while games are used to practice, identify gaps, or review knowledge and develop new relationships between concepts. Contrived experiences overcome limitations of space and time, edit reality, and help learners understand abstractions.
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Edgar Dale developed the Cone of Experience, which shows different levels of learning experiences from concrete to abstract. At the base are direct experiences like demonstrations and field trips, followed by increasingly symbolic representations like audiovisual materials, exhibits, and verbal symbols. The Cone suggests that students retain information best through hands-on experiences compared to more abstract forms of learning. Teachers can use it to select methods that match different content and keep students engaged.
Direct, purposeful experiences presentation
Direct, purposeful experiences provide the foundation for learning and meaning-making. Such experiences involve the senses and allow learners to construct ideas and generalizations. While direct experiences are best, indirect experiences through observation, reading, or hearing about others' experiences can also promote learning. To maximize learning, teaching should provide opportunities for hands-on, immersive experiences and use of real materials to help students develop their senses and draw meaning from first-hand experiences.
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The document discusses Edgar Dale's Cone of Experience and its implications for teaching. It begins by explaining the Cone of Experience model which arranges different types of sensory experiences from most concrete like direct experiences to most abstract like symbols. It notes the different sensory aids in the Cone and that experiences can overlap. The implications are that it provides a useful way to think about instructional materials and their application in the classroom. The document then discusses Jerome Bruner's three-fold analysis of experience and matches the levels to learning aids in Dale's Cone. It provides definitions and benefits of instructional media and its role in teaching. Principles and factors for selecting media are outlined. Finally, the ASSURE model of instructional design
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Direct, purposeful experiences refer to first-hand, sensory experiences that form the foundation of learning. Such experiences allow students to learn by doing and using real objects. While indirect experiences involve observing or learning about others' experiences, direct experiences are internalized as the student actively questions and derives meaning from what they observe. The goal of direct experiences is to lead students to higher levels of abstraction and generalization beyond just the experience itself.
Dale's Cone Of Experience
Edgar Dale's Cone of Experience is a model that ranks educational methods based on their ability to promote active student engagement. At the top of the cone are the most engaging methods like direct experiences. Moving down the cone, methods become more abstract - from demonstrations and exhibits to pictures, recordings, and finally verbal symbols at the base which are the least engaging. The model suggests that concrete, hands-on experiences result in the deepest student understanding.
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The document discusses Edgar Dale's Cone of Experience, which visually represents different types of learning resources arranged from concrete to abstract. The base of the cone involves direct experiences, moving up to more abstract representations like symbols. Implications include not relying on only one teaching method, ensuring a foundation of concrete experiences before introducing the abstract, and avoiding getting stuck in one level.
Lesson 7 The exhibits and study trips
The document discusses exhibits and study trips as educational tools. It defines exhibits as presenting paintings, artifacts or other cultural items in a public space to demonstrate and educate. Study trips are described as experiential learning opportunities where students can conduct field trips locally or to other countries to enhance learning outside the classroom. Conducting exhibits and organizing study trips are presented as effective ways to incorporate hands-on learning through educational media and travel.
Lesson 6 cone of experience
Edgar Dale developed the Cone of Experience, which arranges educational experiences on a cone from most concrete at the base to most abstract at the top. The cone emphasizes beginning instruction with hands-on, sensory experiences and moving up to more abstract levels. It suggests students need a foundation of concrete experiences before symbolic instruction. The cone also considers using multiple senses and learner control in experiences.
Verbal symbols
The document discusses different types of projectors and chalkboards that can be used to maximize visual aids in the classroom, including overhead projectors, which project transparencies onto a screen using a bright light and lens; slide projectors, designed specifically for small mounted slides; opaque projectors, which project reflected light of opaque objects; and LCD projectors, which differ from other projectors by using liquid crystal technology to project images. It also notes that most classrooms are equipped with a basic chalkboard for writing words, concepts, formulas and more.
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The document describes Edgar Dale's Cone of Experience, which arranges different types of learning experiences from most concrete to most abstract. At the bottom are direct experiences involving senses like seeing, hearing, touching. Moving up are indirect experiences using models, dramatizations, and demonstrations. Higher levels include field trips, exhibits, films, pictures, and symbols like charts and written words. The cone shows that more abstract experiences build on more concrete foundation experiences.
The cone of experience
The document presents Edgar Dale's Cone of Experience, which arranges educational experiences from most to least abstract. At the base are direct experiences, followed by increasingly abstract experiences like contrived experiences, demonstrations, exhibits, and recordings. At the top are visual and verbal symbols, which are the most abstract representations and furthest removed from reality. The cone is meant as a visual model to show that students learn best through hands-on experiences but that more abstract forms can also be effective teaching tools.
edgar dales's cone of experience
Edgar Dale introduced the Cone of Experience in 1946 to show the progression of learning experiences from concrete to abstract. The model includes different bands of experience ranging from direct experiences like tutoring children to more abstract representations like verbal symbols. Dale's research led to the concept of experiential learning, where learning is most effective when it engages multiple senses through hands-on activities. The cone illustrates that learners understand concepts best when they can experience them directly before moving to more abstract forms of instruction.
Myka camille petilo 1
This document outlines Edgar Dale's Cone of Experience, which is a model that arranges various forms of instruction along a continuum from most to least abstract. At the bottom are direct experiences, followed by contrived experiences, demonstrations, dramatizations, exhibits, study trips, educational television, motion pictures, still pictures, recordings, visual symbols, and verbal symbols at the top as the most abstract. The Cone suggests that more direct experiences aid learning compared to more abstract forms of instruction.
Myka camille petilo 1
This document outlines Edgar Dale's Cone of Experience, which is a model that arranges various forms of instruction along a continuum from most to least abstract. At the bottom are direct experiences, followed by contrived experiences, demonstrations, dramatizations, exhibits, field trips, and audiovisual materials like pictures and videos. Higher on the cone are visual symbols like charts and diagrams, then verbal symbols like written or spoken words. The cone illustrates that more active, engaging experiences aid learning more than passive experiences like reading or lectures alone. The model provides guidance on using multi-sensory methods that incorporate both concrete and abstract forms of instruction.
Myka camille petilo 1
This document outlines Edgar Dale's Cone of Experience, which is a model that arranges various forms of instruction along a continuum from most to least abstract. At the bottom are direct experiences, followed by contrived experiences, demonstrations, dramatizations, exhibits, field trips, and audiovisual materials like pictures and videos. Higher on the cone are visual symbols like charts and diagrams, then verbal symbols like written or spoken words. The cone illustrates that more active, hands-on experiences tend to be more effective for learning than passive experiences like reading or lectures alone. The model provides guidance for incorporating multi-sensory teaching methods.
Myka camille petilo 1
This document outlines Edgar Dale's Cone of Experience, which is a model that arranges various forms of instruction along a continuum from most to least abstract. At the bottom are direct experiences, followed by contrived experiences, demonstrations, dramatizations, exhibits, study trips, educational television, motion pictures, still pictures, recordings, visual symbols, and verbal symbols at the top as the most abstract. The cone illustrates that more active, hands-on experiences tend to be more effective for learning than passive experiences like reading or listening.
Mariam Saira Shaikh
The document summarizes Edgar Dale's Cone of Experience, which depicts different types of educational experiences arranged from most concrete to most abstract. At the bottom are direct experiences, followed by progressively more abstract experiences like contrived experiences, dramatizations, demonstrations, exhibits, videos, pictures, and symbols. The cone shows that experiences become more abstract the farther they are from direct experiences, and is meant as a visual model rather than a strict representation of difficulty. It also lists the 10 bands of experience in Dale's cone from direct experiences to verbal symbols.
P resentation
The document discusses different types of educational tools and experiences that can be used for teaching and learning, including verbal symbols, visual symbols, recordings, radio, still pictures, motion pictures, educational television, exhibits, study trips, demonstrations, dramatized experiences, contrived experiences, and direct purposeful experiences. It notes that direct purposeful experiences serve as the foundation of learning, while other tools like models, mock-ups, dramatization, and reconstructions can make real-life experiences more accessible and understandable for students.
The Cone Of Experience by Edgar Dale
The document describes Edgar Dale's Cone of Experience, which arranges various types of educational experiences from most to least abstract. At the top are verbal symbols and visual symbols, followed by recordings, radio, still pictures, motion pictures, educational television, exhibits, demonstrations, dramatized experiences, contrived experiences, and direct purposeful experiences at the bottom as the most concrete experiences.
Margie0007
The Cone of Experience is a model that arranges different types of educational experiences from most concrete to most abstract. Experiences closer to the bottom are more hands-on, like direct experiences, while those near the top rely more on symbols, like verbal descriptions. The model is intended to show how experiences can vary in their level of abstraction or realness, not difficulty. It includes categories from direct experiences to verbal symbols, with each one building on the previous types of experiences moving up the cone.
Educational technology (cone of experiences)
Educational Technology discusses Dale's Cone of Experiences, which ranks different types of educational experiences based on their ability to promote active learning. At the bottom of the cone are more passive experiences like visual and verbal symbols. Higher up are experiences like exhibits, educational television, and recordings that involve senses beyond just reading or listening. Near the top are more active and participatory experiences like direct experiences, contrived experiences, demonstrations, and dramatizations that allow students to learn by doing. The cone suggests that students are more likely to retain and apply knowledge through hands-on and simulated experiences rather than passive media alone.
PPT-2.pdf
Edgar Dale's Cone of Experience is a model that illustrates a continuum of different types of experiences from most concrete to most abstract, ranging from direct experiences to verbal symbols, and it suggests that students learn better when lessons incorporate a variety of experience types. The model shows how different media and teaching methods can be classified based on their position on the cone from most engaging to least engaging. The document outlines the bands in Dale's cone from most engaging like direct experiences to least engaging like verbal symbols, and it compares the cone to Bruner's three-tiered model of the learning process from enactive to iconic to symbolic representations.
Edgar Dale's Cone of Experiences
This document outlines Edgar Dale's Cone of Experiences, which categorizes different types of educational experiences from concrete to abstract. It lists direct experiences, contrived experiences, dramatized experiences, demonstrations, study trips, exhibits, educational television, motion pictures, recordings, verbal symbols, and visual symbols. For each category, it provides examples to illustrate the different types of experiences. The overall purpose is to help students learn through a progression from more hands-on concrete experiences to more abstract representations.
Contrive experiences-prepared-by-anna-pamela.pptx new
Contrived experiences are the second level in Dale's Cone of Experiences and are edited copies of reality used as substitutes for real things when bringing the real thing to the classroom is impractical or impossible. Contrived experiences include models, mock-ups, specimens and objects, simulations, and games, and are designed to simulate real-life situations. They are used to overcome limitations of space and time, focus on parts of a system, overcome difficulties of size, understand inaccessible concepts, and help learners understand abstractions.
Edgar Dale Cone of Experience
The document describes Edgar Dale's Cone of Experience, which arranges different types of learning experiences from concrete to abstract. At the bottom of the cone are direct experiences like seeing, hearing, touching, tasting and smelling. Moving up the cone, experiences become more abstract and represented, including contrived experiences using models, dramatizations, demonstrations, exhibits, audiovisual media, still images, recordings, symbols and words. The key point is that the cone illustrates how our experiences can become more abstract as we move further from directly experiencing an event ourselves.
ERMIE FLORES BEED II-A EDTECH1 PRESENTATION
The document discusses Bruner's Cone of Experience, which arranges bands of learning experiences according to their level of abstraction rather than difficulty. At the bottom of the cone are concrete experiences like direct observation. As the cone widens, experiences become more abstract and include visual aids, demonstrations, exhibits, and dramatizations. At the top are verbal and written symbols, which are the most abstract representations. The document emphasizes using a variety of methods from the different levels of the cone for effective teaching and learning.
Cone of Experience
The document describes Edgar Dale's Cone of Experience, which ranks educational methods based on their ability to promote experiential learning. At the base of the cone are direct experiences that actively involve the learner. Moving up the cone, methods become less experiential and more symbolic, including exhibits, films, pictures, and verbal symbols at the top, which provide only abstract representations of ideas. The cone illustrates that learners retain information best through hands-on experiences at the base compared to more abstract methods at the top.
Contrived Experiences
This document discusses different types of contrived experiences that can be used as substitutes for real things in the classroom. It describes models, mock ups, specimens, objects, simulations, and games. Models and mock ups recreate real things on a smaller scale to focus on specific parts or processes. Specimens are individual examples of groups. Simulations and games make classes interactive and help students develop decision-making and knowledge construction skills when real experiences are impractical. These contrived experiences overcome limitations of space, time, size, and accessibility to help students understand abstractions.
Lesson 8: teaching with contrived experiences
Contrived experiences are edited versions of direct experiences that are used as substitutes for real things in classroom situations when bringing the real thing is not practical or possible. They simulate real-life situations and can take the form of models, mock-ups, specimens, objects, or simulation games. Models and mock-ups reproduce real things on a small or large scale using synthetic materials. Specimens are individual items that are typical examples of a group. Simulation games represent manageable real events where students actively participate. The key difference between games and simulations is that games are played to win, while simulations do not necessarily have a winner.
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Cone of Experience (Edgar Dale) by: Mark Oliver L. Vilamayor, RN
- 1. Cone of Experience Edgar Dale Start
- 2. Cone of Experience - Is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction not degree of difficulty. - Cone of experience starts from Concrete Experience going to Abstract Experience. Next
- 3. Abstract Experience Student’s Experience Concrete Experience
- 4. Direct Purposeful Experience - This is the first hand experiences which serve as the foundation of our learning. - It is learning by doing (Bodily Kinesthetic Learners), Related theory ( John Dewey and Howard Gardner. - We have 2 kinds of Experiences the Direct Experience and the Indirect Experience Next
- 5. Examples of Direct Purposeful Experience - Discover the Parts of the Flowers - Identifying the Parts of the Plants Back
- 6. Contrived Experiences - It is used as representation or substitute of reality. Different Kinds of Contrived Experiences Model Mock up Specimen and Object Simulation Game Next
- 7. Examples of Contrived Experiences Model Model of the Different Land Formations Model of the Volcano Next
- 8. Mock ups Volcano Eruption Next
- 9. Specimen and Objects Next Butterfly Specimen Animal Specimen
- 10. Simulation and Games CPR Simulation Emergency Respiration Simulation Jet Fire fight Simulation Games Back
- 11. Dramatized Experience - Using dramatic entrance and catches attention for the students to be interested, attracted and affected. Kinds of Dramatized Experience Formal Plays Pageants Puppets Role playing Pantomime Tableau Next
- 12. Examples of Dramatized Experiences Puppets Next
- 13. Pantomime Next
- 14. Tableau Back
- 15. Demonstration - It is a visual explanation of an important fact, idea, or process by the use of photographs, drawings, films, displays, or guided motions. - It is showing how things are done. Next
- 16. Example of Demonstration Teaching Demonstration Back
- 17. Study Trips - These are excursion and visits conducted to observe an event that is unavailable within the classroom. - Also known as Educational Trip and Field Trip. Next
- 18. Examples of Study Trips Cagsawa Ruins Mt. Mayon Next
- 19. Mt. Bulusan and Bulusan Lake Back
- 20. Exhibits - These are displays to be seen by spectators. - They may consists of working models arranged meaningfully or photographs with models, charts, and posters. - Sometimes exhibit are “for your eyes only”. Next
- 21. Examples of Exhibits Back
- 22. Educational Television - Using Television as an Educational Tool - Presents reality of the past or present so effectively that we are made to feel we are there. Next
- 23. Examples of Educational Television Back
- 24. Motion Pictures - Using Videos and Movies as Educational Material. Next
- 25. Example of Motion Pictures Back
- 26. Recordings, Radio and Still Pictures - These are visual and auditory devices that may be used as Educational tool. Next
- 27. Examples of Recordings, Radio and Still Pictures. Back
- 28. Visual Symbol - These are no longer realistic reproduction of physical things for these are highly abstract representations. - These are charts, graphs, maps and diagrams. Back
- 29. Verbal Symbol - They are not like the objects or ideas for which they stand. - They usually do not contain visual clues to their meanings. - It maybe a word, idea, principle, formula, etc. Back