Dale's Cone of Experience

Dale's Cone of Experience

1. The Cone of Experience
By
EdgarDale
Submitted by,
Aiswarya.G
Mathematics Optional

2. Edgar Dale
Edgar Dale
❖Edgar dale was born in 1900, and he grew up
on a family farm in North Dakota, United
States.
❖He served on the Ohio State University
faculty from 1929 until 1970.
❖He made several contributions to audio and
visual instruction. His most famous concept
was called the “Cone of Experience” a
graphic depiction of the relationship between
how information is presented in instruction
and the outcomes for learners.

3. What is Cone of Experience
❖First introduced in Dale’s 1946 book,
Audio-Visual Methods in Teaching.
❖Designed to “show the progression
of learning experiences” from the
concrete to the abstract.
❖When a learner moves from direct
and purposeful experiences to verbal
symbols, the degree of abstraction
gradually grows. And as a result,
learners become spectators rather
than participants.

5. Concrete Abstract

6. The Levels of the Cone of Experience
❖Enactive-direct experiences
> Direct, Purposeful
> Contrived
> Dramatized
❖Iconic-Pictorial experiences
> Demonstrations
> Study Trips
> Exhibits
> Educational Television
> Motion Pictures
> Recordings, Radio and Still Pictures
❖Symbolic-highly abstract experiences
> Visual Symbols
> Verbal Symbols

7. Direct Purposeful Experiences
❖First hand experiences.
❖Have direct participation in the outcome.
❖Use of all our senses.
❖Experience-a ounce of experience is better than a tone of theory.
❖At the very bottom of the cone we find the most concrete uses of experience.

8. Contrived Experiences
❖Here, we make use of a representative models and mock-ups of reality.
❖Editing of reality-differs from the original either in size or complexity.
❖Necessary when real experience cannot be used or are too complicated.

9. Dramatized Experiences
❖Reconstructed experiences.
❖Representation of real past events.
❖Divided into two categories
> Acting –actual participation (more concrete).
> Observing –watching a dramatization take place (more abstract).
❖Different forms of dramas are play, pageant, pantomime, puppets etc.

10. ❖A visualized explanation of an important fact, idea or process by use of :
Photographs, Drawings, Films, Displays.
❖Showing how things are done.
-How to make a peanut butter and jelly sandwich.
-How to play the piano.
❖Demonstrations are great mixture of concrete hands-on application and more abstract
verbal explanation.
Demonstrations

11. Study Trips
❖Watch people do things in real situations.
❖Observe an event that is unavailable in the
classroom.
❖These are excursions, educational trips, and visits
conducted to observe an event that is unavailable
within the classroom.

12. Exhibits
❖Exhibits are concrete representation of things. Something seen by a spectator.
❖This includes exhibits, museums, specimens etc.
❖It brings the outside world into the classroom.

13. Educational Television
❖An important educational tool that bring immediate interaction with
events from around the world.
❖Live telecast brings the real event as it actually happens.
❖Edit an event to create clearer understanding than if experienced
actual event first hand.

14. ❖Can omit unnecessary or unimportant material.
❖Used to slow down a fast process.
❖Viewing and hearing experience. It utilizes multi-sensory
approach.
❖Can re-create events with simplistic drama that even slower
students can grasp.
❖Motion pictures if carefully prepared using both audio and
visuals together can be very much effective.
Motion Pictures

15. Recordings, Radio and Still Pictures
❖Radio is a means of one-way communication
❖Can often be understood by those who cannot read. Lack auditory dimension.
❖Helpful to students who cannot deal with the motion or pace of a real event or television.
❖Still pictures include slides, pictures, illustrations etc.

16. Visual Symbols
❖This includes maps, charts, diagrams, graphs,
cartoons etc.
❖Help students see an idea, event, or process.
❖If properly employed can promote more interest and
better understanding.

17. Verbal Symbols
❖This is chalk and talk method.
❖Two types of verbal symbols are
> Written words
> Spoken words.
❖Thinking is given more importance.
❖No resemblance to the object for which it stands.

18. Limitations
❖Field trip has been classified as an experience involving
only observation and hence has been placed much high in
the ladder. They should be actually classified under direct
purposeful experiences.
❖Projected aids are considered to be much more effective in
teaching than non projected aids. But here they are placed
much high in the pinnacle.

19. Mis-Conceptions of the Cone
❖All teaching/learning must move from the bottom to the top of the cone.
❖One kind of experience on the cone is more useful than another.
❖More emphasis should be put on the bottom levels of the cone.
❖The upper level of the cone is for older students while the lower levels are for younger
students.
❖It overemphasizes the use of instructional media.

20. Thank You…