Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons

Lesson 1: EDGAR DALE’S CONE OF EXPERIENCE

STARTING ACCURATELY
Lesson Introduction

How teachers integrate technology in the teaching and learning

process depends very much on their beliefs on how people learn. Specifically,
they need to know who their learners are and how to approach instructions. As
educators, their role is to provide learning experiences that ill help achieve the
defined outcomes.

Intended Outcome/Learning Objectives

1. Familiarized with Dale’s Cone of Experience and provided classroom
processes or practices that exemplify each strata of the Cone of Experience.
2. Provided examples of the various instructional materials appropriate for given
instructional contexts.

STIMULATING LEARNING (MOTIVATION)

Consider exploring makebeliefscomix (https://www.makebeliefscomix.com/).
This is a free application that you can use to create a comic strip. There are
figures and characters that you can choose from and write the dailogues that
you can put in the bubble thoughts. Search this application in the internet.
If you will use this as a tool in teaching a particular content, what would it
be? With what grade level will this work? Using Edgar Dale’s COne of Learning,
to which band would you categorize the use of this material?

INCULCATING CONCEPTS (INPUT/LESSON PROPER)

The Cone of Experience
“The cone is a visual analogy, and like all analogies, it does not bear
an exact and detailed relationship to the complex elements it
represents”. -Edgar Dale

In preparing to become a teacher, there are elements that should be taken

into consideration. One way of putting it is 8M’s of teaching and each element
contributes to ensuring effective instruction.

The Eight M’s of Teaching

1. Milieu- the learning environment
2. Matter- the content of learning
3. Method- teaching and learning activities
4. Material- the resources of learning
5. Media- communication system
6. Motivation- arousing and sustaining interest in learning
 Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 1: EDGAR DALE’S CONE OF EXPERIENCE

7. Mastery- internalization of learning

8. Measurement- evidence that learning took place

With reference to the 8M’s of instruction, one element is media. Another is

material. These two M’s (media, material) are actually the elements of the Cone
of Experience. Edgar Dale’s Cone of Experience relates well with the various
instructional media which form part of the system’s approach to instruction.

USING/APPLYING KNOWLEDGE

With your peers…

Task
Group yourself into small groups and discuss your answers to
the following issues. In the space provided, writethe idea agreed by
the group.

1. How are the experiences of reality arranged in the cone of experience?

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2. Is the basis of the arrangement of experiences difficulty of experience or

degree of abstraction (the amount of immediate sensory participation
involved?)
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3. Do the bands of experience (e.g direct experience, contrived experiences,

etc) follow a rigid inflexible pattern? Or is it more correct to think that Cone
overlaps and blends into one another?
 Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 1: EDGAR DALE’S CONE OF EXPERIENCE

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4. Does the Cone of experience device mean that all teaching and learning
must move systematically from base to pinnacle?
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5. Is one kind of sensory experience more educationally useful than another?

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6. Can we overemphasize the amount of direct experience that is required to

learn a new concept?
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7. Are the uppler levels of the Cone for the older student and the lower ones for
the child?
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UPGRADING COMPETENCE (ENRICHMENT PHASE)

The Cone of Experience is a visual model that shows continuum of

learning; a pictorial device that present bands of experience. It does
not strictly define the bands to be mutually exclusive but allows the
fluid movement across the levels. In fact, the sensory aid may overlap
and even blend into one another. For example, viewing a play is far
different from being part of it. It is far different from listening to
somebody explaining the architectural design from actually executing the plan.
The version of Dale’s Cone of Experience with percentages as to which
band will hone higher order thinking skills and engage learners more may be
confusing because it may not necessarily mean that learning better takes place
 Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 1: EDGAR DALE’S CONE OF EXPERIENCE

when materials or activities belong to the upper level of the cone or that the
nature of involvement is more active if it is in the bottom.
Dales asserts that:
“The pattern of arrangement of the bands experience is not difficulty but
degree of abstraction- the amount of immediate sensory participation that is
involved. A still photograph of a tree is not more difficult to understand than a
dramatization of Hamlet. It is simply in itself a less concrete teaching material
than the dramatization”.
In our teaching, then, we do not always begin with direct experience at the
base of the cone. Rather we begin with kind of experience that is most
appropriate to the needs and abilities of particular learning situation. Then, of
course we vary this experience with many other types of learning activities (Dale,
1969 as cited in B. Corpuz & P. Lucido, 2012).

The Bands in Dale’s Cone of Experiences

Direct purposeful experiences- these refer to foundation of experiencing

learning. Using the senses, meaningful knowledge and understanding are
established. This is an experiential learning where one learn by doing.

Contrived experiences- it is in a category that representations such as models,

miniatures or mock ups are used. There are things or events that maybe
beyond the learners grasp and so contrived experiences can provide a
substitute.

Dramatized experiences – these are commonly used as activities that allows

students to actively participate in a reconstructed experience through role
playing or dramatization.

Demonstration – when one decides to show how things are done, it is the most
appropriate experience. It is an actual execution of a procedure or a
process. It is an actual execution of a procedure or a process.

Study trips – these are actual visits to certain locations to observe a situation or
a case which may not be available inside the classroom.

Study trips – these are actual visits to certain locations to observe a situation or
a case which may not be available inside the classroom.

Television and motion pictures – these technology equipment provides a two

dimensional reconstruction of a reality. It allows learners to experience the
situation being communicated through the mediated tools.
 Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 1: EDGAR DALE’S CONE OF EXPERIENCE

Still pictures, recording, radio – still are pictures or images. Together in this
category are the audio- recorded material or information broadcast through
the radio

Visual symbols – these are more abstract representations of the concept or the
information. Example of these information are presented through a graph
or a chart. For example, a process can be presented using a flow chart.

Verbal symbols – this category appears to be the most abstract because they
may not exactly look like the concept or object they represent but are
symbols, words, codes or formulae.

In addition, Brunner’s there- tiered model of learning points out that every
area of Knowledge can be presented and learned in three distinct steps:
1.Enactive – series of actions
2.Iconic – a series of illustrations or icons
3.Symbolic – a series of symbols

With young learners, it is highly recommended that a learner proceed from

the ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would
not be rushed to move to immediate abstraction at the highest level without the
benefit of a gradual unfolding. However, when the leaner is matured and capable
to direct his own learning, it may move fluidly across the cone of experience

EVALUATING UNDERSTANDING (ASSESSMENT)

On my Own
 How would you relate the Cone of Experience in the teaching- learning
process with the levels identified by Brunner’s three-tiered model of
learning?
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Dale’s Cone of Experience is a tool to help instructors make decisions

about resources and activities. As you become a teacher
1. Where will the student’s experience with this instructional resources fit in
the cone?
2. What kind of learning experience will you choose for your students?
3. How will you use the ideas in the cone to enrich your textbooks?
4. What instructional material (Digital or non- digital) will you use to enrich
your student’s learning experiences?
5. How many senses will your students employ when you use an
instructional material taken from a hand of a cone?
 Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 1: EDGAR DALE’S CONE OF EXPERIENCE

With these guide Questions to reflect on, there are portfolio that you
should avoid with regard to the use of the Cone of Experience:
1. Using one medium in isolation
2. Moving to the abstract without an adequate foundation of concrete
experience.
3. Getting stuck in the concepts without moving to the abstract hampering
the development of our student’s higher thinking skills.

FOR YOU TO ANSWER…

A. Talk about your ideas given the following situations (Choose 1 only and
answer in at least 150 words only. Follow this format in your discussion:
Introduce, discuss and conclude):

1. If you teach a lesson on the concept of fractions to a grader, how will

you proceed if you follow the pattern in Dale’s Cone of Experience beginning with
the concrete moving toward the abstract?
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2. Try to explain why reading teachers discourage us from reading only

comics or illustrated comic version of novels?
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3. How would you account for children who can label and identify the
objects even if they have not actually seen them in reality?
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4. Now that there is a great deal of ICT tools and applications used in
enriching the lesson, how would you explain its potential use in instruction and
where will you categorize it on the Cone?
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