The document discusses the concrete-abstract continuum in learning. It defines concrete as dealing with direct experiences and abstract as looking for patterns. It states that instructional media incorporating concrete experiences can help students learn abstract concepts. Dale Edgar's Cone of Experience is presented, showing that learning is most effective when it moves from real experiences to symbolic representations. Bruner's stages of learning - enactive, iconic, symbolic - are also discussed, showing the progression from real actions to visual representations to symbols.

1. The Concrete-
Abstract Continuum
Prepared by Daisy Grace S. Casinillo
LESSON 1: SECTION 2
From CTU-DB, BTLED - HE 2A

2. Before we start our lesson today, let's
have a quick review first of our
previous discussion!
Hello, everyone!

3. Before we start our lesson today, let's
have a quick review first of our
previous discussion!
• What was our previous lesson all about?
Hello, everyone!

4. It's all about the
INSTRUCTIONAL MEDIA!

5. Before we start our lesson today, let's
have a quick review first of our
previous discussion!
• What was our previous lesson all about?
• What's the difference between INSTRUCTIONAL
MATERIALS and INSTRUCTIONAL MEDIA?
Hello, everyone!

6. INSTRUCTIONAL
MEDIA
INSTRUCTIONAL
MATERIALS
° Activity Sheets
° Video Clip
° is just the format
of Instructional
materials

7. Before we start our lesson today, let's
have a quick review first of our
previous discussion!
• What was our previous lesson all about?
• What's the difference between INSTRUCTIONAL
MATERIALS and INSTRUCTIONAL MEDIA?
• What are the common classification of
Instructional Media?
Hello, everyone!

9. GOOD JOB
EVERYONE 👏

10. The Concrete-
Abstract Continuum
Prepared by Daisy Grace
LESSON 1: SECTION 2

11. Definition
CONCRETE ABSTRACT

12. Definition
CONCRETE
• it deals with the
"HERE AND NOW"
and processing
information based
on what you see,
hear, think, feel,
and taste
• "It is what is"
ABSTRACT

13. Definition
CONCRETE
• it deals with the
"HERE AND NOW"
and processing
information based
on what you see,
hear, think, feel,
and taste
• "It is what is"
ABSTRACT
• it is looking for
PATTERNS. It uses
intuition and
imagination.
• "Things aren't
always what they
appear to be."

14. Instructional media
that incorporate
concrete
experiences help
students integrate
prior experience and
thus facilitate
learning of abstract
concepts.
The Concrete-Abstract Continuum

15. Instructional media
that incorporate
concrete
experiences help
students integrate
prior experience and
thus facilitate
learning of abstract
concepts.
The Concrete-Abstract Continuum
Example:
Building a highway.

16. Dale Edgar
Dale's Cone of Experience
^ was born in 1900
^ a teacher
^ completed his PhD at the
University of Chicago and joined the
Eastman Kodak Company

17. Dale Edgar
Dale's Cone of Experience
^ According to Wagner (1970), Dale
used his position to fight relentlessly
for a better school system,
academic freedom and civil rights.

18. In 1946, Dale Edgar Developed the
"Cone of Experience"

19. Dale's Cone of Experience

20. WE START WITH THE LEARNER AS
PARTICIPANTS IN THE ACTUAL
EXPERIENCE
THEN MOVE TO THE LEARNER AS
OBESERVER OF THE ACTUAL EVENT
TO THE LEARNER AS OBESERVER OF AN EVENT
PRESENTED THROUGHT SOME MEDIUM
AND FINALLY TO THE LEARNER OBESERVING
SYMBOLS THAT REPRESENTED AN EVENT
Dale's Cone of Experience

21. ABSTRACT
Dale's Cone of Experience
CONCRETE

22. MORE INFORMATION (COMORESSED) =
SHORT PERIOD OF TIME AND EFFORT
THE MORE ABSTRACT
QUALITY/DETAILED LEARNING =
MORE TIME AND EFFORT NEEDED
THE MORE CONCRETE
IN GENERAL,

23. FIELD TRIP
EXAMPLE
• can provide a learning experience
relatively high in concreteness.
CONS
PROS
• but is also takes up a good deal of
Instructional time, and limited resources.

24. VIDEO TAPE
EXAMPLE
• can be presented to students in a much
shorter period of time and with much less
effort and expenses.
CONS
PROS
• No concrete experience about the trip.

25. Fun Fact!

26. Fun Fact!

27. Fun Fact!

28. IN CONCLUSION,
The greatest amount of information can be
presented in the least amount of time through
printed or spoken words (the top of the
concrete-abstract continuum). But if students
do not have the requisite background
experience and knowledge to handle these
verbal symbols, the time saved in presentation
will be time lost in learning.

29. Bruner's concept of
ENACTIVE, ICONIC, SYMBOLIC
^ was born on October 1, 1915
^ an american Psychologist
^ completed his PhD at Harvard
University
Jerome Bruner

30. Bruner's concept of
ENACTIVE, ICONIC, SYMBOLIC
^ Contributions to cognitive psychology
and educational psychology
Coining the term "scaffolding"
Jerome Bruner

31. - which is the
visual
summarization
of images or
videotapes.
ICONIC
- which is the
representation
of knowledge
through
actions.
- which is the
use of words
and other
symbols to
describe
experiences.
THE 3 STAGES OF
REPRESENTATION
ENACTIVE SYMBOLIC

32. Bruner's Concept of Learning

33. Bruner's Concept of Learning
ABSTRACT
CONCRETE

34. EXAMPLE

35. He further stated that the
sequence in which learners
encounter materials has a direct
effect on their achieving mastery
of the task. Bruner pointed out that
this applies to all learners, not just
children.

36. ANY QUESTION/S OR
CLARIFICATION/S?