The document describes Edgar Dale's Cone of Experience, which depicts the relationship between how information is presented in instruction and learner outcomes. At the bottom of the cone are the most concrete experiences like direct participation. As you move up the cone, experiences become more abstract through visuals like pictures and diagrams, then symbolic representations like words. The cone was intended to show how learners progress from concrete to abstract understanding through varied experiential methods of instruction.

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…