The document discusses Dale's Cone of Experience model which positions different instructional methods on a cone based on how directly they involve learners in hands-on experiences. Verbal symbols are at the top as the most abstract while direct experiences are at the bottom as the most engaging. The document also provides guidelines for selecting instructional media and discusses how different media can be used to address issues like concepts being too fast, complex, small, or dangerous for direct observation. It notes retention rates are highest for active learning methods like doing and teaching others.

1. Discussion Outline
• Cone of Experience
• Pie Graph on Senses and Perception
• Reasons for Using Instructional Media in
the Classroom
• Guidelines in the Selection of Instructional
Media
• Distracters of Instruction
• Contributions of Instructional Technology
to the Learning Process

2. The “Cone of Experience”

3. What is Dale’s cone of experience?
•The cone of experience is a pictorial device used to
explain the interrelationships of the various types of
audio-visual media, as well as their individual
“positions” in the learning process.
•The cone's utility in selecting instructional
resources and activities is as practical today as when
Dale created it.

4. Cone of
Experience
Verbal
Symbols
Visual Symbols
Recordings, Radio,
Still Pictures
Motion Pictures
Television
Exhibits
Field Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Direct, Purposeful Experiences

5. Principles on the cone of Experience:
The cone is based on the relationships of various
educational experiences to reality (real life), and
the bottom level of the cone, "direct purposeful
experiences," represents reality or the closest
things to real, everyday life.
The opportunity for a learner to use a variety or
several senses (sight, smell, hearing, touching,
movement) is considered in the cone.

6. Direct experience allows us to use all senses.
 Verbal symbols involve only hearing.
The more sensory channels possible in
interacting with a resource, the better the chance
that many students can learn from it.
Each level of the cone above its base moves a
learner a step further away from real- life
experiences, so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life.

7. Motion pictures (also television) is where it is on
the cone because it is an observational experience
with little or no opportunity to participate or use
senses other than seeing and hearing.
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities.
Dramatized experiences are defined
experiences in which the learner acts out a
role or activity.
as

9. Verbal Symbols
• principal medium of communication
• bear no physical resemblance to the objects or ideas for
which they stand
• may be a word for concretion, idea, scientific principle,
formula or philosophic aphorism
• Disadvantage: highly abstract

10. Visual Symbols
• chalkboard/whiteboard, flat maps, diagrams, charts
• fits the tempo of presentation of idea, topic or
situation
• very easy to procure and prepare
• Limitations:
lack of ability to use the media size of visuals
simplification of visual materials leads to
misconceptions

11. Recordings, Radio, Still Pictures
• attention – getting, particularly projected views
• concretized verbal abstraction
• Limitations:
size of pictures or illustrations
expensiveness of projected
materials and equipment
timing difficulties between radio
shows and classroom
lessons

12. Television and Motion Pictures
• a solution to time and space constraints
• provides “windows to the world”
• effective for presenting movement, continuity of ideas or
events
• substitute for dangerous direct learning experiences
• Limitations:
Expensive
viewing problems
timing with classroom lessons
 misconceptions about time, size, and
ideas

13. Exhibits
• present objects or processes otherwise impossible
inside the classroom
• exposure to new ideas, discoveries, inventions
• problems that may be encountered:
too little space
time – consuming
maintenance

14. Demonstrations
• visualized explanation of an important fact or idea or process
• may require nothing more than observation or students may
be asked to do what has just been shown how to do
• Disadvantages:
ideas or processes might not be interpreted or
conceived very well visibility to all learners

15. Field Trips
• undertaken primarily for the purpose of experiencing
something that cannot be encountered within the classroom
• a rich experience in learning about objects, systems, and
situations
• Disadvantages:
time-consuming expensive high exposure
to danger /accidents inadequacy of the
community’s resources

16. Dramatized Experiences
• help get closer to certain realities that are no longer
available at first hand
• stirring and attention getting
• participant learns to understand intimately the
character he portrays
• teaches cooperative work
• Disadvantages:
time consuming without
commensurate
results
participation is limited to
few individuals

17. Contrived Experiences
• an “editing” of reality
• substitutes for confusing or unmanageable first – hand
experiences
• easier to handle, manipulate or operate
• Disadvantages:
simplification leads to misconceptions, distorted views,
and incomplete pictures of reality no freedom to handle
expensive or fragile models, mock – ups, specimens, etc.

18. Direct, Purposeful Experiences
• unabridged version of life itself
• direct participation with responsibility for the
outcome
• the basis for the most effective and lasting learning
• Disadvantage:
not all things can be learned through
direct, first hand experiencing

19. Reference:
Dale, E. (1954). Audio-Visual Methods in
Teaching. NY: Dryden Press.

20. Pie Graph on Senses and Perception

21. Pie Graph on Senses and
Perception
1.5%
3.5%
1.5%
Sight
Sound
Smell
11%
Touch
Taste
83%

22. Retention Rate Levels
• Learning is an active process. Retention level
practically increases as students are actively
involve in various learning activities.
• Researchers found out that the most effective
approaches – resulting in 75% and 90%
retention rates, respectively – are learning by
doing and learning by teaching others

23. 90
80
70
60
50
40
30
20
10
0
Reading
10%
Hearing
20%
Seeing
30%
Hearing
and
Seeing
50%
Saying
70%
Hearing
Saying
Doing
90%
What I hear, I forget.
What I see, I remember.
What I do, I understand

24. • References:
•
•
•
•
•
•
•
Corpus, Brenda B. and Salandanan, Gloria G. (2007) Principles of Teaching
1. Quezon City: Lorimar Publishing, Inc.
Garo, Candelaria D. (2004) Educational Technology . Mandaluyong City
National Book Store.
Lucido, Paz I. and Borabo (1997) Educational Technology. Quezon City:
Katha Publishing Co., Inc.
Newby, Timothy J, Stepich, Donald A., Lehman, James D. and Russell
James D. (2000) Instructional Technology for Teaching and Learning.
New Jersey: Prentice-Hall, Inc.

25. Reasons for Using Instructional
Media in the Classroom
Source: Kemp, J. & Smellie, D. (1994). Planning, producing, and using instructional technologies. 7th
edition. NY: Harper Collins

26. Happening too quickly
• Media used: films, charts, movies,
specimens

27. Too complex to be appreciated
• Media used:
– Mock-ups, models, diagrams, charts, pictures

28. Too small to be observed
• Media used:
– Telescope, microscope, lens, drawings, films,
slides, models, pictures

29. Too large to be easily
comprehended
• Media used:
– models, mock-ups, films, slides, diagrams

30. Too dangerous to permit live
observation
• Media used:
– simulators, films, slides, diagrams

31. Taking some place some
distance away in time and
space
• Media used:
– simulators, films, field trips, dramas,
slides, pictures

32. Guidelines in the Selection of
Instructional Materials
Source: Garo, C. (2007). Teaching educational technology. Manila: Rex Publishing.

33. Determine the needs.
• What are you trying to accomplish?
• What needs might specific instructional
media address.

34. Check a variety of sources
• Library resource
• Commercial producers
• distributors

35. Obtain and preview the
materials

36. Durability
Size
Color
Economy
Easy to
Handle
Relevance
Novelty

37. Try the materials out with
students
• How well do they like the materials?
• How effectively do the materials help them
learn?

38. Compare any competing
materials
• Its effectiveness and appeal to students

39. Make your selection
• Select the material that works best for
your students/learning situation

40. Distracters of Instruction

41. Contributions of Instructional
Technology to the Instructional Process