Dale’s Cone of Experience

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages
starting from concrete experiences at the bottom of the cone then it becomes more and
more abstract as it reach the peak of the cone. Also, according to Dale, 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 stages can be mixed
and are interrelated that fosters more meaningful learning. 

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. Like what was mentioned
above, 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.
Moreover, the generalization about the Cone of Experience that was presented above is
not enough. Actually, we should try to go deeper in each of the component of the cone
since Educational Technology basically revolves around the Cone of Experience. By
going one-by-one, starting from concrete to abstract, we will understand more the
different components of the cone that will help us in grasping the real meaning of
educational technology.

To expand on each of the components, let us begin with the Direct Purposeful
Experiences. These are first hand experiences which serve as the foundation of
learning. In this level, more senses are used in order to build up the knowledge. Also, in
this level, the learner learned by doing things by him/herself. Learning happens through
actual hands-on experiences. This level explains and proves 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. This level also proves that educational
technology is not limited to the  modern gadgets and software that are commercially
available nowadays. This shows that even the simple opportunity that you give to each
child could help them learn.

The next level would be the Contrived Experiences. In this level, representative models
and mock-ups of reality are being used in order to provide an experience that as close
as reality.  This level is very practical and it makes learning experience more accessible
to the learner. In this stage, it provides more concrete experiences, even if not as
concrete as direct experiences, that allows visualization that fosters better
understanding of the concept.

On the other hand, the next level would be the Dramatized experiences. In this level,
learners can participate in a reconstructed experiences that could give them better
understanding of the event or of a concept. Through dramatized experiences, learners
become more familiar with the concept as they emerge themselves to the “as-if”
situation.
The next level would be the Demonstrations. It is a visualize explanation of important
fact, idea, or process through the use of pictures, drawings, film and other types of
media in order to facilitate clear and effective learning. In this level, things are shown
based on how they are done.

Another level would be the Study Trips. This level extends the learning experience
through excursions and visits on the different places that are not available inside the
classroom. Through this level, the learning experience will not be limited to the
classroom setting but rather extended in a more complex environment.

The level of study trips is followed by exhibits. It is a somewhat a combination of some

of the first levels in the cone. Actually, exhibits are combination of several mock ups and
models. Most of the time, exhibits are experiences that is “for your eyes” only but some
exhibits includes sensory experiences which could be related to direct purposeful
experiences. In this level, meanings ideas are presented to the learners  in  a more
abstract manner. This experience allows student to see the meaning and relevance of
things based on the different pictures and representations presented.

The next levels would be the level of television and motion pictures and sti8ll pictures,
recordings, and Radio. I decided to combine these two stages since it is re3lated to one
another. Because of the rapid development of the modern technology, a lot of people
believe that Educational technology is limited to these stages. They are not aware that
these sages are only a small portion of EdTech. For television and motion pictures, it
implies values and messages through television and films. On the other hand, still
pictures, recordings and radio are visual and auditor4y devices that can be used by a
learner/group of learner that could enhance and extend learning experience

Lastly, I also chose to combine the last two levels because they are used hand-in-hand.
The last two levels would be the Visual symbolic and Verbal symbolic. These two levels
are the most complex and abstract among all the components of the Cone of
Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used
for abstract representations. On the other hand, the verbal symbolic level does not
involve visual representation or clues to their meanings. Mostly, the things involved in
this level are words, ideas, principles, formula, and the likes.

After going through the different components of the Cone of Experience, it could be said
that in facilitating learning, we can use variety of materials and medium in order to
maximize the learning experience. One medium is not enough thus if we can take take
advantage of the other media. There’s nothing wrong with trying to combine several
medium for as long as it could benefit the learners. Also, through the levels provided by
the Cone of Experience, it could be said that concrete experiences must be provided
first in order to support abstract learning.  Lastly, staying on the 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. Through
understanding each component of the Cone of Experience, it could be said that
Educational Technology is not limited to the modern gadgets that we have right now but
rather it is a broad concept that includes all the media that we can use to attain balance
as we facilitate effective and meaningful learning.
 ASSURE: Instructional Design Model

The ASSURE model is an ISD (Instructional Systems Design) process that was
modified to be used by teachers in the regular classroom. The ISD process is one in
which teachers and trainers can use to design and develop the most appropriate
learning environment for their students.  You can use this process in writing your lesson
plans and in improving teaching and learning.

The ASSURE model incorporates Robert Gagne's events of instruction to assure

effective use of media in instruction.

A — Analyze learners

S — State standards & objectives

S — Select strategies, technology, media & materials

U — Utilize technology, media & materials

R — Require learner participation

E — Evaluate & revise

INQUIRY-BASED LEARNING

Inquiry-based learning (also enquiry-based learning in British English) starts by

posing questions, problems or scenarios—rather than simply presenting established
facts or portraying a smooth path to knowledge. The process is often assisted by a
facilitator. Inquiry based learning is mainly involving the learner and leading him to
understand. Inquiry here implies on the possessing skills and attitude of yours, which
allows you to ask questions about new resolutions and issues while you are gaining
new information.

Dictionary meaning of Inquiry is seeking knowledge, information, or truth through

questioning. All the people carry on with this process throughout their life, even if you
might find it not very much reflecting. For example, infants use inquiry to build their
sense of the world, the babies turn towards voices, put things in their mouths, grasp
things, and observe faces that come near. The inquiry process is mainly the gathering
of data and information and applying them to senses like smelling, tasting, touching,
hearing and seeing. There are four essential elements on which inquiry based learning
depends, which are, first is that the patterns and meanings should not be deceptive to
the beginners, second is that the useful knowledge about a field should be structured,
 third is that the knowledge which is structured should be applicable, transferable, and
accessible to a vast range of situations, fourth is that the structured knowledge should
be easily retrieved so that new information in that particular field could be gained
without much effort.

PROJECT-BASED LEARNING

Project Based Learning is a teaching method in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to an
authentic, engaging and complex question, problem, or challenge. In Gold Standard
PBL, Essential Project Design Elements include:

 Key Knowledge, Understanding, and Success Skills - The project is focused on

student learning goals, including standards-based content and skills such as critical
thinking/problem solving, collaboration, and self-management. 

 Challenging Problem or Question - The project is framed by a meaningful problem

to solve or a question to answer, at the appropriate level of challenge.

 Sustained Inquiry - Students engage in a rigorous, extended process of asking

questions, finding resources, and applying information.
 Authenticity - The project features real-world context, tasks and tools, quality
standards, or impact – or speaks to students’ personal concerns, interests, and
issues in their lives.

 Student Voice & Choice - Students make some decisions about the project,
including how they work and what they create.

 Reflection - Students and teachers reflect on learning, the effectiveness of their

inquiry and project activities, the quality of student work, obstacles and how to
overcome them.

 Critique & Revision - Students give, receive, and use feedback to improve their
process and products.

 Public Product - Students make their project work public by explaining, displaying

and/or presenting it to people beyond the classroom.

COOPERATIVE LEARNING

Cooperative Learning, sometimes called small-group learning, is an instructional

strategy in which small groups of students work together on a common task. The task
can be as simple as solving a multi-step math problem together, or as complex as
developing a design for a new kind of school. In some cases, each group member is
individually accountable for part of the task; in other cases, group members work
together without formal role assignments.

According to David Johnson and Roger Johnson (1999), there are five basic elements
that allow successful small-group learning:

 Positive interdependence: Students feel responsible for their own and the
group's effort.
 Face-to-face interaction: Students encourage and support one another; the
environment encourages discussion and eye contact.
 Individual and group accountability: Each student is responsible for doing
their part; the group is accountable for meeting its goal.
 Group behaviors: Group members gain direct instruction in the interpersonal,
social, and collaborative skills needed to work with others occurs.
 Group processing: Group members analyze their own and the group's ability to
work together.

Cooperative learning changes students' and teachers' roles in classrooms. The

ownership of teaching and learning is shared by groups of students, and is no longer
the sole responsibility of the teacher. The authority of setting goals, assessing learning,
and facilitating learning is shared by all. Students have more opportunities to actively
participate in their learning, question and challenge each other, share and discuss their
ideas, and internalize their learning. Along with improving academic learning,
cooperative learning helps students engage in thoughtful discourse and examine
different perspectives, and it has been proven to increase students' self-
esteem, motivation, and empathy.

Some challenges of using cooperative learning include releasing the control of learning,
managing noise levels, resolving conflicts, and assessing student learning. Carefully
structured activities can help students learn the skills to work together successfully, and
structured discussion and reflection on group process can help avoid some problems

Used Approaches in Filipino Major

 Dales Cone of Experience

In this approach I will used some pictures of the characters in the novel or story. (
Ibong Adarna, Florante at Laura, Noli Me Tangere and El Filibusterismo) or audio
in every discussion to used their senses because the more senses that are
involved in learning, the more and the better the learning will be. I will sight some
example that they can relate their own experience or a situational questions. I will
used also charts,maps, graphs, and diagrams with words, ideas and principles.

ART OF QUESTIONING

1. Ask them about what comes in their mind if they saw the picture.
2. Ask them about what to do in that kind of situation.
3. Ask them what they can observe or vision in the graphs or picture.

The Assure Model

In this kind of approach I will analyze the learners on what knowledge they
have and need. After i discovered it, I’ll do my objectives that fits them. I
will apply it in discussion and used technologies and strategies for better
discussion and I will let my students to participate. I will not used so much
difficult words them to understand the lesson. I will let them to revise the
ending of the novel for them to think and visualized.

ART OF QUESTIONING

1. Ask them what type of family they have.

2. Ask them their strong and weaknesses

3. Ask them their ability.

The Inquiry-Based Learning

 It is mainly involving the learner and leading him to understand. So
I will involve my students by asking question about the novel and I
will gain new resolutions I will ask them what they observe and
analyze and understand about the topic. It’s accepting their own
concepts, ideas and understanding cause I am inquiring them.

ART OF QUESTIONING

1. Ask them if they truly understand the topic or chapter in summarizing it.
2. Ask them to give their own interpretation about the topic.
3. Ask them if they had experience same situation and relate it with the topic.

The Project-Based Learning

In which students gain knowledge and skills by working for an extended

period of time. I will give them take home project which is they will need to do or create
a comic book about the novel ibong adarna and sight some related experience if they
idea. In that way their thinking skills practice more and visualize and understand the
story/novel. it is also for them to choose their own choice and reflect. For me to know
my students’ personal concerns, interests, and issues in their lives.

Art of Questioning

1. Ask them on how they finished their project.

2. Ask them if they do it by their own ideas or they ask their parents or brothers
and sisters.
3. Ask them if they get the idea by searching it into google.

Cooperative Learning

students work together on a common task. I will give them their group mates for
them to inform after that I will give them a chapter in Noli Me Tangere and they will
going to do it by role playing. In that activity everyone will participate in their group
mates. Someone will act, someone will do their props and someone will do the script.
The leader should give task to everyone including him. In that way everyone will do their
part and they increase  self-esteem, motivation, and empathy for them to present very
well. It also improves their communication and cooperation with their group mates.

Art of Questioning

1. Ask them about their interaction/communication with their groupmates.

2. Ask them what role they do in that group activity.
3. Ask them if they prepare group activity or individual activity.