Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No.(043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE:
DATE: TECHNOLOGY FOR TEACHING & LEARNING 1 ROOM:
CONTACT NO. INSTRUCTOR: MR. MAGTIBAY
EMAIL ADD: RATING:

MODULE 5: THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY-DRIVEN

LESSONS
LESSON 1: EDGAR DALE’S CONE OF EXPERIENCE
WEEK 13_ , 3 HOURS
I. FOCUS:
At the end of this module, you should be able to:
• Identify learning principles and theories that are applied in technology-driven teaching-
learning models; and
• Use the learning principles and theories as basis in the development of the teaching plans
and selection of instructional materials.
• Familiarized with Dale’s Cone of Experience and provided classroom processes or
practices that exemplify each strata of the Cone of Experience.
• Provided examples of the various instructional materials appropriate for given instructional
contexts.

II. 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 instruction. As educators, their role is to provide learning experiences that will help
achieve the defined outcomes. In this Module, you will be acquainted with different theories and learning
principles such as Dale’s Cone of Experience, the TPACK Framework, SAMR and the ASSURE model.

III. STRATEGIES/ABSTRACTION AND GENERALIZATION

GEAR UP YOUR MIND!

Highlights:
➢ LESSON 1: EDGAR DALE’S CONE OF EXPERIENCE
What is Dale’s Cone of Experience?
The cone of experience is a pictorial device used to explain the interrelationships of the various types of
audio-visual media, as well as their individual “position” in the learning process. The cone’s utility in selecting
instructional resources and activities is as practical today as when Dale created it.

Edgar Dale introduced the Cone of Experience that shows the progression of learning experiences
from the concrete to the abstract.

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There are elements that should be taken into consideration. One way of putting it is the 8 M’s of teaching
and each element contributes to ensuring effective instruction.

The Eight M’s of Teaching

1. Milieu- the learning environment

The classroom management and other school facilities are the most important because it helps
the learners to rest and relax while thinking. It must be comfortable for them.
2. Matter- the content of learning
The subject content must be mastered by the class. Some says, "too much, too soon", it means
if you try to teach them too much just for a day, they will probably going home without absorbing all your
discussions. Instead, teach them with the right information just enough, for them to master it. "Little
matter, but well mastered"
3. Method- teaching and learning activities
This consist of purposeful, planned activities and tasks done by the teachers and learners in the
classroom. Do it with such unique way of planning and organizing you must not forget to apply values
and let them work with it, for them to become a wise and good citizen someday.

4. Material- the resources of learning

Materials are important. It must be picked wisely by the teacher because it will serve as an
example to his/ her learners all visuals must be good and decent, it must be well prepared. Lastly, as a
teacher you must be responsible to make simple but meaningful materials for the learners

5. Media- communication system

This pertains to the communication system in teaching- learning situation. The best example to
this is how the teacher approaches his/her students using verbal or non-verbal way of communication.

6. Motivation- arousing and sustaining interest in learning

We knew that the learners would learn only those he wants to learn. And if a student is not
interested, he will simply "go through the motion". To make them all cooperative to the lesson, you must
think of a good and "catchy" motivation that will catch their attention.

7. Mastery- internalization of learning

This is the function of teacher direction and student self-activity with teacher supervision. A
learner must not be forced to master all the lesson in the book, but to learn and retain it in their minds.

8. Measurement- evidence that learning took place

The final element of teaching- learning sequence. This is to measure the learning, retained in the
mind of the learners. And to measure it, they will undergo through tests which will yield the evidence in
form of test score.

The cone of experience of experience is a visual model that shows a continuum of learning; a
pictorial device that presents bands of experience. It does not strictly define the bands to be mutually
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exclusive but allows the fluid movement across the levels. In the fact, the sensory aids may overlap and
even blend into one another.

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 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.

The Bands in Dale's Cone of Experience

• Direct Purposeful Experiences — these refer to foundation of experiencing learning. Using the senses,
meaningful knowledge and understanding are established. This experiential learning where in learns by
doing.
• Contrived Experiences — it is category that representation such as models, miniatures, or mockups
are used. There are things or events that may be beyond the learner’s 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 roleplaying or dramatization.
• Demonstration — when one decides to show how things are done, a demonstration is the most
appropriate expert. It is an actual execution of a procedure or a process.
• Study Strips — this are actual visits to certain locations to observe a situation or a case which may not
be available inside the classroom.
• Exhibits — these are displays of models such as pictures, artifacts, posters, among others that provide
the message or information. These are basically viewed, however, there are exhibits that allow the
viewers to manipulate or interact with the display and as a result, the exhibit becomes more engaging
and fun.
• Television and Motion Pictures — this technology equipment provide a two-dimensional
reconstruction of a reality. These allow learners to experience the situation being communicated through
the mediated tools. They provide a feeling of realism as a viewer’s trying to understand the massage
portrayed by actors in the films.
• Still Pictures, Recordings, Radio — still are pictures or images. Together in this category are the audio
recorded materials or information broadcast through the radio.
• Visual Symbols — these are more abstract representations of the concept or the information.
• 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.
They found that direct instruction, or lecture, is most used in the classroom and has “a significant
effect on retention”. Reading, although it appears to have little value based on Dale's Cone will influence
the students' ability to learn throughout their lives.

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

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With young learners it is highly recommended that a learner proceeds from the enactive to iconic
and lastly to the symbolic. A young learner would not be rushed to move to immediate obstruction at the
highest level without the benefit of a gradual scaffolding. However, when the learner is matured and capable
to direct his own learning it may move fluidly across the cone of experience.

A. APPLICATION/ ANALYSIS/ASSESSMENT
Task 1: Talk about your ideas given the following situations
1. How would you relate the Cone of Experience to the teaching-learning process with the levels
identified by Bruner’s three-tiered model of learning? How would you apply it as a future educator?
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2. 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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3. Try to explain why reading teachers discourage us from reading only comics or illustrated comic
version of novels?
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4. 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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5. 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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Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor

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