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.
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.
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6. CONCRETE VS. ABSTRACT LAERNING
• First-hand experiences
• Learner has some control over
the outcome
• Incorporates the use
• Difficulty when not enough
previous experience or exposure
to a concept
• Every level of the cone uses
abstract thinking in come away
7.
8. DIRECT AND PURPOSEFUL EXPERIENCE
• Direct first hand experiences
• Have direct participation in the outcomes
• Use of all our senses
• Examples :
Working in a homeless shelter tutoring younger children.
9. CONTRIVED EXPERIENCES
• Models and mock-ups
• Editing of reality
• Necessary when real experiences cannot be used or are too
complicated
• Examples:
Use of a pilot simulator
Mock-up of an auto
Plant to show the auto making process
10. DRAMATIZED EXPERIENCES
• Reconstructed experiences
• Can be used to simplify an event or idea to it`s most important part
• Divided into two categories
Acting- actual participation (more concrete)
Observing- watching a dramatization take place (more abstract)
11. Demonstrations
• it is a visualised explanation of an important fact, idea, or
process by the use of photographs, drawing, films, displays,
or guided of motions.
Study Trips
• These are excursions, educational trips, and visits conducted
to observe and event that is unavailable within the
classroom.
12. Exhibits
• There are displays to be seen by spectators. They may consist of
working models arrange meaningfully or photographs with models,
charts and posters.
Television and Motion Pictures
• television and motion pictures can reconstruct the reality of the past
so effectively that we are made to feel we are there.
13. Visual Symbols
• These are no longer realistic reproduction of physical things for these
are highly abstract representation. Examples are charts, graphs, maps,
and diagrams.
Verbal Symbols
• They are not like the object or ideas for which they stand. They
usually do not contain visual clues to their meaning.
14. People learn best when they used perceptual learning styles.
Perceptual learning styles are sensory based. The more sensory
channels possible in interacting with a resource the better chance
that many students can learn from it.
According to Dale`s instructors should design instructional activates
that build upon more real-life experiences.
