The document discusses Edgar Dale's Cone of Experience, which arranges various educational experiences from most concrete to most abstract. Direct experiences are closest to real life, while verbal symbols are the most abstract. The cone shows that mixing media which appeal to multiple senses helps learning. It cautions against overreliance on one type of experience and emphasizes moving between concrete and abstract. Bruner's model of enactive, iconic, and symbolic learning parallels the cone's arrangement from hands-on to abstract.

1. THE CONE OF
EXPERIENCE
Lesson 5
Prepared by
Brijida Charizma A. Navarro

2. FOCUS QUESTION
• What is the cone of experience?
• What is the sensory aid in the cone of
experience?
• What are its implications to teaching?

3. THE CONE OF EXPERIENCE
• Edgar Dale
• Instructional media

4. 8 M’S OF
INSTRUCTION

5. 8 M’S OF INSTRUCTION
1. Milieu: The Learning Environment
2. Matter
3. Method
4. Material
5. Media
6. Motivation
7. Mastery
8. Measurement

6. ACTIVITY
• Please refer on page 45

7. ABSTRACTION

8. ANALYSIS
• Page 46

9. THE CONE OF EXPERIENCE
 A visual model, a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty.
The farther you go to the bottom of the cone, the
more abstract the experience.

11. HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE?

12. -The individual bands of the Cone of Experience
stand for experiences that are fluid, extensive
and continually interact.

13. Which is
closest to the
real world?Which is
farthest?

14.  Pinaccle – farthest from the real world
 Base – closest to the real world

15. Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction? (amount of
immediate sensory participation
involved?)

16.  Arranged according to the degree of
abstraction not on degree of difficulty

17. Do the bands of experience
follow a rigid, inflexible
pattern? Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another?

18. - Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another

19. Should
we move from
base
to
pinnacle?

20. “No. We continually shuttle back and forth
among the various kinds of experiences”
- Experience that is most appropriate to the
needs and abilities of learner

21. Is one kind of
sensory experience
more useful
educationally than
another?

22.  One kind of sensory experience is not
necessarily more educationally useful than
another.
 Mixed and interrelated

23. Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept?

24.  Too much reliance on one experience may
obstruct the process of meaningful
generalization.
 Striking balance between concrete and
abstract
 Direct participation + symbolic expression

25. Is the
upper level
of the
Cone for
me?
Or for her?

26. “Both old and young shuttle
in a world of the concrete
and abstract”

27. What
Is
the
Cone
of
Experience?

28. THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex. It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows.

33. 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.
Principles on the cone of Experience:

34. 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.

35.  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.

36. 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.

37.  Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities.
 Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity.

39. 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
 Written words
 Word, idea, formula
 Disadvantage: highly abstract

40. 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

41. RECORDINGS, RADIO, STILL PICTURES
 Visual and auditory
 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

42. 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

43. EXHIBITS
 present objects or processes otherwise impossible
inside the classroom
 exposure to new ideas, discoveries, inventions
 Reconstruct the past
problems that may be
encountered:
too little space
time – consuming
maintenance

44. STUDY 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
exposure to danger
/accidents inadequacy of the
community’s resources

45. 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

46. DEMONSTRATION
 visualized explanation of an important fact,
idea or process by the use of photographs,
drawings, films, displays or guided motions
 Showing how things are done

47. 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

48. DISADVANTAGES
time consuming
 without commensurate results
participation is limited to few
individuals

49. 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.

50. DIRECT, PURPOSEFUL EXPERIENCES
 unabridged version of life itself
 direct participation with responsibility for the outcome
 the basis for the most effective and lasting learning
 Learning by doing
not all things can be
learned through
direct, first hand
experiencing

51. What are the
learning aids found
in the cone of
experience?

52. LEARNING AIDS
 Models, mock ups
 Photographs, drawings, films, displays
 Guided motions
 Working models
 Charts, posters

53.  Tv
 Motion pictures
 Visual and auditory devices
 Maps
 diagrams

54. 3-TIERED MODEL OF LEARNING
 Jerome S. Bruner
 Every area of knowledge can be presented and
learned in three distinct steps

55. THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONS
ENACTIVE
BRUNER’S THREE- FOLD ANALYSIS
OF EXPERIENCE

56. BRUNER’S THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HENCEINCREASING
DIFFICULTY

57. •The BRUNER’S THREE-FOLD
ANALYSIS suggests
-that learning is more impressive if
one proceeds from the concrete to
abstract, or from specific to general
because more senses are involved
and the relationships are built in a
more pronounced manner.

58. THREE –FOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
 ENACTIVE- refers to the direct or
actual experiences or encounter
with what is. This is a life on the
raw, rich and unedited. They form
the bases for all other learning
experiences.

59.  ICONIC- Refers to the more
abstract experiences which
could be in the form of
picture

60.  SYMBOLIC- refers to the
use of the words or printed
materials which no longer
resemble the subject
under study.

61. Activity on page 52-53

62. SUM UP
-Edgar Dale’s Cone of Expression
-Pitfalls that we of should avoid:
1. using one medium in isolation
2. moving to the abstract without an adequate
foundation of concrete experience
3. getting stuck in the concrete without moving
to the abstract h