Lesson 5

Lesson 5

The Cone of Experience

Edgar Dale (1900-1985)

-          Served on The Ohio State University faculty from 1929 until 1970. He was an internationally renowned pioneer in the utilization of audio-visual material in instruction.

-          Professor Dale’s most famous concept was called “Cone of Experience”, a graphic depiction of the relationship between how information is presented in instruction and the outcomes for learners.

ABSTRACTION      

                                      

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.

Dale (1969) asserts that:

The pattern of arrangement of the bands of experience is not difficulty but degree of abstraction – the amount of immediate sensory participation that is involved.

Does the Cone of Experience mean that all teaching and learning must move systematically from base to pinnacle, from direct purposeful experiences to verbal symbols?

Dale (1969) categorically says:

No. We continually shuttle back and forth among various kinds of experiences. Everyday 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. On the other hand, both the older child and the young pupil make abstractions every day and may need help in doing this well.

What are the bands of experience in Dale’s Cone of Experience?

Direct purposeful experiences – These are the first hand experiences which serve as the foundation of our learning. We build up our reservoir of meaningful information and ideas through seeing, hearing, touching, tasting and smelling.

Contrived experiences – In here, we make use of a representative models or mock ups of reality for practical reasons and so that we can make the real-life accessible to the student’s perceptions and understanding.

Dramatized experiences – By dramatization, we can participate in a reconstructed experience, even though the original event is far removed from us in time.

Demonstrations– It is a visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays, or guided motions.

Study trips – These are excursions, educational trips, and visits conducted to observe an event that is unavailable within the classroom.

Exhibits – These are displays to be seen by spectators. They may consist of working models arranged meaningfully or photographs with models, charts, and posters.

Television and motion pictures – Television and motions picture can reconstruct the reality of the past so effectively that we are made to feel we are there.

Still pictures, recordings and radio – These are visual and auditory devices which may be used by an individual or a group. Still pictures lack the sound and motion of a sound film. The radio broadcast of an actual event may often be likened to a televised broadcast minus its visual dimension.

Visual symbols - These are no longer realistic reproduction of physical things for these are highly abstract representations. Ex: charts, graphs, maps, and diagrams.

Verbal symbols – They are not like the objects or ideas for which they stand. They usually do not contain visual clues to their meaning. Written words fall under this category. It may be a word for a concrete object (book), an idea (freedom or speech), a scientific principle (the principle of balance, a formula (e=mc2)

Jerome S. Bruner

-           Harvard psychologists, he 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.

§  First  through a series of actions ENACTIVE

§  Second through a series of illustrations ICONIC

§  Third through a series of symbols SYMBOLIC