493528170-Dale-s-Cone-of-Experiment 2.pdf

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1. Dale’s Cone of Experience
Describe how Dale’s Cone of Experience is applicable in Mathematics Teaching and Learning

2. What is Cone of
Experience?

3. Cone of Experience
•ConeofExperienceisamodelthatincorporates
severaltheoriesrelatedtoinstructionaldesign
andlearningprocesses.
•Duringthe1960s,EdgarDaletheorizedthat
learnersretainmoreinformationbywhatthey“do”
asopposedtowhatis“heard”,“read”or
“observed”.

4. Cone of Experience
•TheConewasoriginallydevelopedin1946andwas
intendedasawaytodescribevariouslearning
experiences.
•Essentially,theConeshowstheprogressionof
experiencesfromthemostconcretetothemost
abstract.

5. Edgar Dale(April 27, 1900 –March 8, 1985)
•U.S.educationistwhodevelopedthe
famousConeofExperience.
•Hemadeseveralcontributionstoaudioand
visualinstruction,includingamethodology
foranalyzingthecontentofmotionpictures
EdgarDale,anexpertinaudiovisual
education,createdamodelinhis1946
bookAudio-VisualMethodsinTeachingthat
henamedtheConeofExperiencetodiscuss
variousmodalities/channelsofimparting
information.

6. The arrangement in the
cone is not based on its
difficulty but rather based
on abstraction and on the
number of senses involved.
The experiences in each
stage can be mixed and
are interrelated that
fosters more meaningful
learning.
Avisual model that is composed
of eleven (10) stages starting from
concrete experiences at the
bottom of the cone then it
becomes more and more abstract
as it reaches the peak of the cone.
Apictorial device uses to
explain the interrelationships
of the various types of audio-
visual media, as well as their
individual “positions” in the
learning process.
Cone of Experience

8. Direct Purposeful Experiences
Thesearefirst-handexperiences
whichserveasthefoundationof
learning.Inthislevel,moresensesare
usedinordertobuildupthe
knowledge.Also,inthislevel,the
learnerlearnedbydoingthingsby
him/herself.Learninghappensthrough
actualhands-onexperiences.

9. ❖Inthislevel,representativemodels
andmock-upsofrealityarebeing
usedinordertoprovidean
experiencethatascloseas
reality.Thislevelisverypractical,
anditmakeslearningexperience
moreaccessibletothelearner.
Contrived Experiences

10. Inthislevel,learnerscanparticipatein
areconstructedexperiencethatcould
givethembetterunderstandingofthe
eventorofaconcept.Through
dramatizedexperiences,learners
becomemorefamiliarwiththeconcept
astheyemergethemselvestothe“as-
if”situation.
Dramatized experiences

11. Demonstrations
❖Itisavisualizeexplanationof
importantfact,idea,orprocess
throughtheuseofpictures,
drawings,filmandothertypesof
mediainordertofacilitateclearand
effectivelearning.Inthislevel,
thingsareshownbasedonhowthey
aredone.

12. Study Trips
❖Thislevelextendsthelearningexperiencethrough
excursionsandvisitsonthedifferentplacesthatarenot
availableinsidetheclassroom.Throughthislevel,the
learningexperiencewillnotbelimitedtotheclassroom
settingbutratherextendedinamorecomplex
environment.

13. Exhibit
Itisasomewhatacombinationofsomeof
thefirstlevelsinthecone.Actually,exhibits
arecombinationofseveralmock-upsand
models.Mostofthetime,exhibitsare
experiencesthatis“foryoureyes”onlybut
someexhibitsincludessensoryexperiences
whichcouldberelatedtodirectpurposeful
experiences.Inthislevel,meaningsideasare
presentedtothelearnersinamoreabstract
manner.Thisexperienceallowsstudentto
seethemeaningandrelevanceofthings
basedonthedifferentpicturesand
representationspresented.

14. Television and Motion Pictures
It can reconstruct the reality of the
past so effectively that we are made to
feel that we are there. It implies values
and messages through television and
films.

15. Still Pictures, Recordings and Radio
These are visual and audio
devices that can be used by a
group of learner that could
enhance and extend learning
experience

16. Visual symbols
•Inthevisualsymboliclevel,charts,maps,
graphs,anddiagramsareusedforabstract
representations.
•Thesearenolongerrealisticreproduction
ofphysicalthings.

17. •Theverbalsymbolicleveldoesnotinvolve
visualrepresentationorcluestotheir
meanings.
•Mostly,thethingsinvolvedinthislevelare
words,ideas,principles,formula,andthe
likes.
Verbal symbols

18. The Cone of Experience corresponds
with three major modes of learning:

19. Symbolic (highlyabstractexperience)
Symbolicexperienceinvolvesreadingorhearing
symbols.Insymbolicexperience,actionisremoved
nearlyaltogetherandtheexperienceislimitedto
thoughtsandideas.
Iconic(pictorialexperience)
Iconicexperienceinvolvesinterpretingimagesand
drawings.Iconicexperienceisonceremovedfrom
thephysicalrealmandlimitedtotwoorthree
senses.
Enactive(directexperience)
Enactiveordirectexperienceinvolves
practicingwithobjects.Enactiveexperience
involvesconcrete,immediateactionand
useofthesensesandbody.

20. Cone of Experience
Concrete experiences is not
even ideal because through
providing abstract
experiences to the learner,
the more he/she will
develop his/her higher
order thinking skills which
is important for more
complex way of thinking
and for dealing with more
complex life situations.
The experiences in each
stages can be mixed and
are interrelated thus, a
balance must be achieved
between concrete and
abstract experiences in
order to cater the and
address all the need of the
learner in all the domains
of development and in
order to help each learner
in their holistic
development.
According to one of the
principles in the selection
and use of teaching
strategies, the more senses
that are involved in learning,
the more and the better the
learning will be but it does
not mean that concrete
experience is the only
effective experience that
educators should use in
transferring knowledge to
the learner.

22. Mathematics is a subject of
abstract concepts and can be
learnt better through verbal and
visual symbols, contrived and
virtual experiences. It may not
be possible to give direct
experiences for pupil in subjects
like Mathematics and statistics.

23. THANK YOU