The document discusses two models of learning - Edgar Dale's Cone of Experience and Jerome Bruner's three-tiered model. Dale's Cone of Experience arranges learning resources on a cone from most concrete (direct experiences) to most abstract (verbal symbols). Bruner's model includes three tiers - enactive (learning by doing), iconic (learning through images), and symbolic (learning through language). The models are similar in moving from concrete to abstract learning, with Dale's resources corresponding to Bruner's tiers from base to top of the cone.

1. LESSON 5

2. Exhibits
Study Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Direct Purposeful Experiences
Educational
Telivision
Motion Pictures
Recordings
Radio Still pictures
Visual
Symbols
Verbal
Symbols
THECONEOFEXPERIENCE

3. The cone of Experience is a visual model, a
pictorial device that presents bands of
experience arranged according to degree of
abstraction and not degree of difficulty. The
farther you go from the bottom of the cone,
the more abstract the experience becomes.

4. Dale (1969) asserts that:
the pattern of arrangements of the bands
of experience is not difficulty but degree of
abstraction- the amount of immediate
sensory participation that is involved. A
still photograph of a tree is not more
difficult to understand than a dramatization
of Hamlet. It is simply in itself a less
concrete teaching material than the
dramatization.

5. • Dale further explains that " the individual bands
of the Cone of Experience stand for
experiences that are fluid, extensive, and
continually interact." It should not be taken
literally in its simplified form. The different kinds
of sensory aid often overlap and sometimes
blend into one another.Motion pictures can be
silent or they can combine sight and sound.
Students may merely view a demonstration or
they may view it then participate in it.

6. Does the Cone of Experiences mean that all
teaching and learning must move systematically
from base to pinnacle, from direct purposely
experiences to verbal symbols? Dale (1969)
categorically says:
...no. We continually shuttle back and forth
among various kinds of experiences.
Every day each of us acquires new concrete
experiences- through walking on the
street,gardening, dramatics, and endless other
means.Such learning by doing, such pleasurable
return to the concrete is natural throughout our
lives- and at every age level.

7. On the other hand, both the older child and
the young pupil make abstractions every day
and may need help in doing this well.
In our teaching, then, we do not always
begin with direct experience at the base of the
Cone. Rather, we begin with the kind of
experience that is most appropriate to the needs
and abilities of particular learner in a particular
learning situation. Then, of course, we vary this
experience with many other types of learning
activities.(Dale, 1969)

8. One kind of sensory experience is not
necessarily more educationally usefull
than another. Sensory experiences are
mixed and interrelated. When students
listen to you as you give your lecturette,
they do not just have an auditory
experience. They also have visual
experience in the sense that they are
"reading" your facial expressions and
bodily gestures.

9. It is true that the older the person is ,
the more abstract his concepts are likely
to be. This can be attributed to physical
maturation, more vivid experiences and
sometimes greater motivation for learning.
But an older student does not live purely in
his world of sensory experience.Both old
and young shuttle ia world of the concrete
and the abstract.

10. We face some risk when we
overemphasize the amount of direct
experience to learn a concept. Too much
realize on concrete experience may
actually obstruct the process of
meaningful generalization. The best will be
a striking a balance between a concrete
and abstract, direct participation and
symbolic expression for the learning that
will continue throughout life.

11. APPLICATION
A. Harvard psychologist, Jerome S. Bruner,
presents a three- tiered model of learning
where he points out that every area of
knowledge can be presented and learned
in three distinct steps.

12. First
Second
Third
THROUGH A SERIES
OF SYBOLS
THROUGH A SERIES
OF ILLUSTRATIONS
THROUGH A SEQUENCE
OF ACTIONS
SYMBOLIC
ICONIC
ENACTIVE
INCREASING
ABSTRACTION
ENACTIVE
ICONIC
SYMBOLIC
Bruner's Three-Tiered Model of Learning
hence. . . increasing
difficulty

13. It is highly recommended that a
learner proceed from the ENACTIVE to
the ICONIC and only after to the
SYMBOLIC.
The mind is often shocked into immediate
abstraction at the highest level without the
benefit of a gradual unfolding.

14. Question:
Are the implications of the Cone of
Experience in the Teaching-learning
process the same things that are
recommended by Bruner's three-tiered
model of learning?

15. • What learning aids in Edgar Dale's Cone
of Experience correspond/s to each tier or
level in Bruner's model?Write your
answers on the spaces provided.

16. Direct Purposeful Experiences
Contrived Experiences
Dramatized Experiences
Demonstrations
Study Trips
Exhibits
Educational
Telivision
Motion Pictures
Recordings
Radio Still pictures
Visual
Symbols
Verbal
Symbols
THE CONE OF EXPERIENCE
 SYMBOLIC
 ICONIC
ENACTIVE

17. • Edgar Dale's Cone of Experience is a
visual representation of learning resources
arranged according to degree of
abstractness. The farther you move away
from the base of the cone, the more
abstract the learning resource becomes.
Arranged from least to the most abstract
the learning resources presented in the
Cone of Experiences are:

18. • direct purposeful experiences
• contrived experiences
• dramatized experiences
• demonstrations
• study trips
• exhibits
• educational television
• motion pictures
• recordings,radio,still pictures
• visual symbols
• verbal symbols