Gian carlo talampas (cone of experience)
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The document discusses Edgar Dale's Cone of Experience, which arranges learning experiences from most concrete to most abstract. At the base are direct purposeful experiences, followed by contrived experiences like mock-ups and models. Dramatized experiences like plays are next, then demonstrations, study trips, exhibits, educational videos and films, recordings, pictures, visual symbols like diagrams, and finally the most abstract verbal symbols like written words. The cone presents a pictorial representation of different types of experiences that contribute to learning, from real-world experiences to abstract symbols.
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The Cone of Experience is a visual model developed by Edgar Dale that arranges various types of learning experiences from concrete to abstract. At the base is direct, purposeful experiences - the most concrete involving the five senses. Moving up are contrived experiences using simulations, then dramatized experiences, demonstrations, study trips, exhibits, and various visual/auditory media like television, pictures, and recordings. At the top of the cone as the most abstract are verbal symbols like written words and concepts without visual representations.
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This document provides guidance for teachers on how to structure assignments to have students create digital stories. It outlines the key elements of digital stories, including point of view, dramatic question, emotional content, and more. It then walks through the steps for developing and writing a story, collecting images, creating a storyboard, using digital editing software, adding audio, and presenting the final digital story. Teachers are encouraged to provide examples and prompts to help students develop story ideas and give feedback on drafts. Potential challenges like time and technology are also addressed.
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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.
Armina mendoza (dramatized experiences)
The document discusses various types of dramatized experiences that can be used for teaching, including formal plays, pageants, tableaus, pantomimes, puppets, and role playing. It provides brief definitions and examples for each type, such as that pageants are community dramas based on local history, tableaus are picture-like scenes composed of people, and puppets can be used to simply present ideas without elaborate costumes or scenery. The document emphasizes that dramatization allows participation in reconstructed experiences and offers opportunities to vividly portray important ideas.
Armina mendoza (dramatized experiences)
The document discusses various types of dramatized experiences that can be used for teaching, including formal plays, pageants, tableaus, pantomimes, puppets, and role playing. It provides brief definitions and examples for each type, such as that pageants are community dramas based on local history, tableaus are picture-like scenes composed of people, and pantomimes convey stories through bodily movements alone. The document emphasizes that dramatization allows participation in reconstructed experiences and offers opportunities to portray important ideas vividly.
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Vianca isabel esto
The Cone of Experience is a visual model developed by Edgar Dale that arranges various types of learning experiences from concrete to abstract. At the base is direct, purposeful experiences - the most concrete involving the five senses. Moving up are contrived experiences using simulations, then dramatized experiences, demonstrations, study trips, exhibits, and various visual/auditory media like television, pictures, and recordings. At the top of the cone as the most abstract are verbal symbols like written words and concepts without visual representations.
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This document provides guidance for teachers on how to structure assignments to have students create digital stories. It outlines the key elements of digital stories, including point of view, dramatic question, emotional content, and more. It then walks through the steps for developing and writing a story, collecting images, creating a storyboard, using digital editing software, adding audio, and presenting the final digital story. Teachers are encouraged to provide examples and prompts to help students develop story ideas and give feedback on drafts. Potential challenges like time and technology are also addressed.
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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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The document discusses various types of dramatized experiences that can be used for teaching, including formal plays, pageants, tableaus, pantomimes, puppets, and role playing. It provides brief definitions and examples for each type, such as that pageants are community dramas based on local history, tableaus are picture-like scenes composed of people, and puppets can be used to simply present ideas without elaborate costumes or scenery. The document emphasizes that dramatization allows participation in reconstructed experiences and offers opportunities to vividly portray important ideas.
Armina mendoza (dramatized experiences)
The document discusses various types of dramatized experiences that can be used for teaching, including formal plays, pageants, tableaus, pantomimes, puppets, and role playing. It provides brief definitions and examples for each type, such as that pageants are community dramas based on local history, tableaus are picture-like scenes composed of people, and pantomimes convey stories through bodily movements alone. The document emphasizes that dramatization allows participation in reconstructed experiences and offers opportunities to portray important ideas vividly.
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The document describes the "cone of experience", which is a visual model representing different types of learning experiences from most hands-on to most abstract. At the bottom are direct, purposeful experiences involving learning by doing. Moving up are contrived experiences using models, then dramatized experiences like plays or role playing. Higher still are demonstrations, study trips, exhibits, and audiovisual aids like television, pictures, and recordings. At the top are visual and verbal symbols like diagrams and words, which are the most abstract forms of learning. The cone is meant as an analogy to show different bands of experience, not a ranking of difficulty.
The cone of experience veronica albuena
The document describes the "cone of experience", which is a visual model representing different types of learning experiences arranged from most concrete/direct to most abstract. At the bottom are direct experiences like hands-on learning. Moving up are less direct experiences like contrived experiences using models, dramatized experiences through plays/roleplaying, and demonstrations. Near the top are more abstract experiences like study trips, exhibits, television/film, pictures, recordings, symbols and verbal descriptions. The cone is meant as an analogy to show different degrees of abstraction in learning experiences, not their difficulty.
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cone of experienceadadadadaddadadada.pptx
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.
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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.
The Cone Of Experience by: dale
The Cone of Experience outlines different types of educational experiences from direct experiences to abstract symbols. At the top are direct experiences that use our senses to construct ideas and meaning. Further down are increasingly substitutive experiences like contrived experiences, dramatizations, demonstrations, study trips, and exhibits. Even further abstracted are educational tools like television, movies, pictures, recordings, and radio. At the bottom are visual and verbal symbols that represent ideas and concepts indirectly without visual clues. The model shows how our understanding moves from concrete to abstract experiences.
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.
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The document discusses Edgar Dale's Cone of Experience, which categorizes different types of learning experiences from most concrete to most abstract. It lists several types of experiences including direct experiences, contrived experiences, dramatized experiences, demonstrations, study trips, exhibits, television/motion pictures, still pictures/recordings/radio, visual symbols, and verbal symbols. These experiences range from first-hand experiences like seeing and touching to more abstract representations using words and diagrams.
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.
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.
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.
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.
theconeofexperience.pdf
The document summarizes Edgar Dale's Cone of Experience, which illustrates different types of instructional methods arranged from concrete to abstract. At the bottom are direct experiences that involve sensory engagement. Each level introduces more abstraction, moving up to verbal and visual symbols that involve no direct sensory experience. The cone is meant to show progressive learning, though not all instruction must follow its order. It was influenced by theories emphasizing moving from real to represented experiences in developing understanding.
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The document presents Edgar Dale's Cone of Experience, which arranges various types of educational media along a continuum from most abstract (verbal symbols) to most concrete (direct experiences). At the top are verbal symbols and visual symbols, followed by still pictures, recordings, radio, motion pictures and television. Further down are exhibits, study trips, demonstrations, dramatized experiences, and contrived experiences. At the base are direct purposeful experiences, which involve direct sensory experiences like seeing, hearing, touching, tasting and smelling. The Cone is meant as a visual analogy to represent different levels of concreteness in learning experiences.
[Template] 5_TTL1_UNIT 5_Lesson 1_Cone of Experience.pptx
The document discusses Edgar Dale's Cone of Experience, a model introduced in 1946 to show the progression of learning experiences from concrete to abstract. It presents a cone shape with different bands representing types of educational experiences arranged from most concrete like direct experiences to most abstract like symbols. The cone is meant as a pictorial device and not a rigid structure. It explains each band of the cone with examples and addresses common misconceptions about using the model.
Lesson 5 by: F.Gallemba, Am Arceo and T. Fuentes
This document discusses Dale's Cone of Experience, which proposes that people best remember concrete experiences over abstract ones. It suggests using direct experiences, contrived experiences like simulations, and dramatized experiences when possible to aid learning. When those are not feasible, it recommends visual aids like demonstrations, study trips, exhibits, videos, and symbols to convey information in a more experiential way. The goal is to engage multiple senses and make learning as close to real-life experiences as possible.
UNIT IV – INSTRUCTIONAL MATERIALS IN SOCIAL STUDIES.pptx
The document discusses Edgar Dale's Cone of Experience, which proposes that learners retain information best through direct, hands-on experiences. The cone illustrates different levels of abstraction in learning, from concrete experiences at the base to abstract concepts at the top. It suggests instruction should begin with concrete experiences before introducing more abstract ideas. The cone also provides examples of instructional methods categorized from concrete to abstract, such as demonstrations, exhibits, educational films, and verbal/visual symbols. The model aims to help teachers select effective media for social studies lessons based on students' learning needs.
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The cone of experience
The document describes the "cone of experience", which is a visual model representing different types of learning experiences from most hands-on to most abstract. At the bottom are direct, purposeful experiences involving learning by doing. Moving up are contrived experiences using models, then dramatized experiences like plays or role playing. Higher still are demonstrations, study trips, exhibits, and audiovisual aids like television, pictures, and recordings. At the top are visual and verbal symbols like diagrams and words, which are the most abstract forms of learning. The cone is meant as an analogy to show different bands of experience, not a ranking of difficulty.
The cone of experience veronica albuena
The document describes the "cone of experience", which is a visual model representing different types of learning experiences arranged from most concrete/direct to most abstract. At the bottom are direct experiences like hands-on learning. Moving up are less direct experiences like contrived experiences using models, dramatized experiences through plays/roleplaying, and demonstrations. Near the top are more abstract experiences like study trips, exhibits, television/film, pictures, recordings, symbols and verbal descriptions. The cone is meant as an analogy to show different degrees of abstraction in learning experiences, not their difficulty.
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El documento habla sobre el excelente desarrollo integral de una persona a través del ser, pensar, hacer, convivir y el acompañamiento familiar. Se repiten varias veces las frases sobre el desarrollo a través de estas diferentes dimensiones.
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This document presents research on developing compatible cellulose and cellulose blended membranes using a novel solvent system. The objectives are to review previous work, develop cellulose blend membranes, and characterize the new membranes. Cellulose was blended with soy protein in solution and cast to make non-porous blend membranes. The blend membranes were characterized through SEM, TGA, XRD, and tensile testing. The soy protein blend membranes showed improved strength and water absorbency over pure cellulose membranes. Future work includes making blend fibers and cross-linking membranes to prevent degradation in water. The solvent system allows functional blend membranes to be produced from cellulose and other biopolymers like starch, chitosan and proteins.
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The document summarizes key events leading up to American independence, including the Stamp Act of 1765, the Boston Tea Party of 1773, and battles of the Revolutionary War. It concludes with the signing of the Treaty of Paris in 1783, which officially recognized American independence and ended the war between Britain and its former colonies.
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Ashraf Marwan Khashman is a professional trainer with over 13 years of experience in Saudi Arabia and the UK. He currently works as a senior trainer at Allianz Saudi Fransi Company, where he designs training materials and delivers induction and on-the-job training. Previously, he worked as an independent consultant for GLG Research in London and as a training manager and trainer for ALKHALEEJTRAINING& EDUCATION in Saudi Arabia. He holds a Bachelor's degree in Computer Science and has numerous training and IT certifications.
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cone of experienceadadadadaddadadada.pptx
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 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.
The Cone Of Experience by: dale
The Cone of Experience outlines different types of educational experiences from direct experiences to abstract symbols. At the top are direct experiences that use our senses to construct ideas and meaning. Further down are increasingly substitutive experiences like contrived experiences, dramatizations, demonstrations, study trips, and exhibits. Even further abstracted are educational tools like television, movies, pictures, recordings, and radio. At the bottom are visual and verbal symbols that represent ideas and concepts indirectly without visual clues. The model shows how our understanding moves from concrete to abstract experiences.
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.
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The document discusses Edgar Dale's Cone of Experience, which categorizes different types of learning experiences from most concrete to most abstract. It lists several types of experiences including direct experiences, contrived experiences, dramatized experiences, demonstrations, study trips, exhibits, television/motion pictures, still pictures/recordings/radio, visual symbols, and verbal symbols. These experiences range from first-hand experiences like seeing and touching to more abstract representations using words and diagrams.
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.
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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.
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.
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.
theconeofexperience.pdf
The document summarizes Edgar Dale's Cone of Experience, which illustrates different types of instructional methods arranged from concrete to abstract. At the bottom are direct experiences that involve sensory engagement. Each level introduces more abstraction, moving up to verbal and visual symbols that involve no direct sensory experience. The cone is meant to show progressive learning, though not all instruction must follow its order. It was influenced by theories emphasizing moving from real to represented experiences in developing understanding.
Ed-tech
The document presents Edgar Dale's Cone of Experience, which arranges various types of educational media along a continuum from most abstract (verbal symbols) to most concrete (direct experiences). At the top are verbal symbols and visual symbols, followed by still pictures, recordings, radio, motion pictures and television. Further down are exhibits, study trips, demonstrations, dramatized experiences, and contrived experiences. At the base are direct purposeful experiences, which involve direct sensory experiences like seeing, hearing, touching, tasting and smelling. The Cone is meant as a visual analogy to represent different levels of concreteness in learning experiences.
[Template] 5_TTL1_UNIT 5_Lesson 1_Cone of Experience.pptx
The document discusses Edgar Dale's Cone of Experience, a model introduced in 1946 to show the progression of learning experiences from concrete to abstract. It presents a cone shape with different bands representing types of educational experiences arranged from most concrete like direct experiences to most abstract like symbols. The cone is meant as a pictorial device and not a rigid structure. It explains each band of the cone with examples and addresses common misconceptions about using the model.
Lesson 5 by: F.Gallemba, Am Arceo and T. Fuentes
This document discusses Dale's Cone of Experience, which proposes that people best remember concrete experiences over abstract ones. It suggests using direct experiences, contrived experiences like simulations, and dramatized experiences when possible to aid learning. When those are not feasible, it recommends visual aids like demonstrations, study trips, exhibits, videos, and symbols to convey information in a more experiential way. The goal is to engage multiple senses and make learning as close to real-life experiences as possible.
UNIT IV – INSTRUCTIONAL MATERIALS IN SOCIAL STUDIES.pptx
The document discusses Edgar Dale's Cone of Experience, which proposes that learners retain information best through direct, hands-on experiences. The cone illustrates different levels of abstraction in learning, from concrete experiences at the base to abstract concepts at the top. It suggests instruction should begin with concrete experiences before introducing more abstract ideas. The cone also provides examples of instructional methods categorized from concrete to abstract, such as demonstrations, exhibits, educational films, and verbal/visual symbols. The model aims to help teachers select effective media for social studies lessons based on students' learning needs.
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.
The cone of experience
The document discusses Edgar Dale's Cone of Experience, which is a visual model that outlines various levels of experience from direct experiences to abstract symbols. It presents a hierarchy moving from more concrete to more abstract experiences including direct experiences, exhibits, films, visual symbols, and verbal symbols. The cone is an analogy used to represent this hierarchy but does not bear an exact relationship to the complex elements it represents.
Project in Educational Technology
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.
The Cone of Experience Presentation
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.
The cone of experience
The document outlines Edgar Dale's Cone of Experience, which arranges learning methods on a cone shape from most concrete to most abstract. At the bottom are direct experiences, followed by contrived experiences, dramatized experiences, demonstrations, study trips, exhibits, educational videos and films, recordings and pictures, visual symbols, and verbal symbols at the top. The cone reminds educators to use a variety of methods from concrete to abstract and not rely on just one. It also relates to the philosophical dictum that all knowledge comes from sensory experiences.
The cone of experience (albuena,veronica)
The document describes the "cone of experience", which is a visual model representing different types of learning experiences from most hands-on to most abstract. At the bottom are direct, purposeful experiences involving learning by doing. Moving up are contrived experiences using models, then dramatized experiences like plays or role playing. Higher still are demonstrations, study trips, exhibits, and audiovisual aids like television, pictures, and recordings. At the top are visual and verbal symbols like diagrams and words, which are the most abstract forms of learning. The cone is meant as an analogy to show different bands of experience, not a ranking of difficulty.
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[Template] 5_TTL1_UNIT 5_Lesson 1_Cone of Experience.pptx
[Template] 5_TTL1_UNIT 5_Lesson 1_Cone of Experience.pptx
UNIT IV – INSTRUCTIONAL MATERIALS IN SOCIAL STUDIES.pptx
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Gian carlo talampas (cone of experience)
- 2. Tips to be covered The cone of experience Direct purposeful experiences Contrived experiences Dramatized experiences Demonstration Study trips Exhibits Educational television Motion pictures Recordings, radio, still pictures Visual symbols Verbal symbols
- 3. The Cone of Experience Proposed by Edgar Dale Pictorial device that presents band of experience. Arranged according to degree of abstraction.
- 4. Direct Purposeful Experiences These are first hand experiences. Serve as the foundation of learning.
- 5. Contrived Experiences Substitute to real things and events Examples: • mock up - A special model where parts are singled out, heightened and magnified. • model - Reproduction of a real thing. • Specimen - Part of a real thing. • Simulation - Representation of a manageable real event.
- 6. Dramatized Experiences These are reconstructed experiences Examples: • Plays • Pageants • Pantomime • Tableau • puppets
- 7. Demonstration Showing how things are done. Visualized explanation.
- 8. Study Trips These are excursions, educational trips, tours and field trips. Visits conducted to observe an event that is unavailable within the school.
- 9. Exhibits These are displays to be seen by the spectators. Sometimes “for your eyes only”.
- 10. Educational Television & Motion Pictures Reconstruct the reality of past. Bring the world of reality. Can be both instructive & enjoyable.
- 11. Recordings, Radio, Still Pictures Visual and auditory devices.
- 12. Visual Symbols “we don’t see real things but symbols”. “a visual symbols are worth a thousand words”. Examples: • Drawings • Cartoons • Strip drawings • Diagrams, Charts, and Graphs • Maps
- 13. Verbal Symbols Most abstract in the band of experience. Examples: • Written words • Numbers • Formulas
- 14. Reference Educational technology 1 (2nd edition) Brenda B. Corpuz, Ph. D. Paz I. Lucido, Ph. D.