Edgar Dale’s Cone of Experience based on the different pictures and

representations presented.
Edgar Dale
Study Trips
April 27, 1900 in Benson, Minnesota
Learning experience through excursions
Dale’s Cone of Experience
and visits on the different places that are
a visual model that is composed of not available inside the classroom.
eleven (11) stages
Demonstrations
starting from concrete experiences at
It is a visualize explanation of important
the bottom to more and more abstract
fact, idea, or process through the use of
as it reach the peak of the cone.
pictures, drawings, film and other types
The more senses that are involved in of media in order to facilitate clear and
learning, the more and the better the effective learning.
learning will be
Dramatized Experiences
Learners can participate in a
reconstructed experiences that could
give them better understanding of the
event or of a concept.
Learners become more familiar with the
concept as they emerge themselves to
the “as-if” situation.
Contrived Experiences
Representative models and mock-ups
of reality are being used in order to
provide an experience that as close as
reality.

Text/Verbal Symbols It provides more concrete experiences

that allow visualization that fosters better
No visual clues to their meaning understanding of the concept.
Written words for a concrete object, an Direct Purposeful Experiences
idea, a scientific principle, or formula.
More senses are used in order to build
Pictures/Visual Symbols up the knowledge.
Representations or direct reality which The learner learned by doing things by
comes in the forms of signs and him/herself.
symbols
Learning happens through actual hands-
Audio, Recording, and Radio on experiences.
Concretized verbal abstraction
Attracts students’ attention
Motion Pictures
Provides “windows to the world”
Effective for presenting movement.
Substitute for dangerous direct learning
experiences.
Exhibits
This experience allows student to see
the meaning and relevance of things
Dales’ cone of experience is a tool to This is why the first step involves
help instructors make decisions about identifying the characteristics of the
resources and learners.
activities. The instructor can ask the - Age
following: - Existing knowledge
- Education level
• Where will the student’s
- Socioeconomic factors
experience with this instructional
- Exceptionalities
resource fit on the cone? How far
is it removed from real-life? STATE OBJECTIVES
• What kind of learning experience Identify what learners should be able to
do you want to provide in the do after completing the instructional
classroom? materials. You can set the objectives
based on the SMART method
• How does this instructional
resource augment the information S – specific
supplied by the textbook?
M – Measurable
• What and how many senses can
A – achievable
students use to learn this
instructional material? R – Relevant
• Does the instructional material T - Time bound
enhance learning?

 You should be able to know

ASSURE MODEL precisely what skills and
knowledge the learners are going
A - Analyze Learners
to acquire during a specific
S - State Objectives period.
S - Select Methods, Media, and  You should set realistic goals
Materials relevant to the lessons to achieve
the best learning outcome.
U - Utilize Media & Materials
3. SELECT METHODS
R - Require Learner Participation
Decide which instruction methods you'll
E - Evaluate and Revise
use to deliver the content. What media
you will use: photos, multimedia, video,
a computer?
What's The ASSURE Instructional
Design Model? LESSONS ARE MORE INSTRUCTOR-
LED, choosing lectures, presentations,
Heinrich and Molenda created the
and other demonstrations are ideal
ASSURE model in 1999
options.
A Instructional Design guide
MORE LEARNER-CENTERED, you
incorporating multimedia and
should opt for group discussions and
technology to improve the learning
group activities. Once you've figured
environment from a constructivist
that out, you must choose the
perspective.
technology that will facilitate your
teaching method.
1. ANALYZE LEARNERS Utilize Media And Materials
The ASSURE model relies heavily on  Plan how you will implement your
the learners, and its core is designed media and materials
based on their needs.
 You should review the technology
and other media to make sure
they'll run smoothly during your
 lessons and prepare them and learners met your objectives
accordingly. and if the overall experience
catered to their individual needs.
 Inform the learners about the
entire process, including the • Feedback from your learners is
material, objectives, and important in this step to help you
assessment type. with your analysis. You can
prompt them to take surveys on
There are several steps to creating good
how the lesson has impacted
student-centered instruction.
them, whether they are satisfied
1. PREVIEW THE MATERIAL -- with the experience, and if they
Never use anything in class you achieved their personal goals.
havenÌt thoroughly checked out.
• Lastly, give them the results of
2. PREPARE THE MATERIAL- their assessments and feedback
Make sure you have everything based on their performance.
you need and that it all works.
TPACK (Technological Pedagogical Content
3. PREPARE THE ENVIRONMENT- Knowledge
Set up the classroom so that Why TPACK? (Technological Pedagogical
whatever youÌre doing will work in Content Knowledge)
the space you have.
Learning “how to use” technology is much
4. PREPARE THE LEARNERS- different than knowing “what to do with it for
Give the students an overview, instructional purposes.”
explain how they can take this
information and use it and how  Coined by Mishra & Koelher (2006).
they will be evaluated up front.  A framework to understand teachers’
5. PROVIDE THE EXPERIENCE- knowledge required for effective technology
Teaching is simply high theatre. integration
Showmanship is part of the TPACK (Technological Pedagogical Content
facilitators job. Teaching and Knowledge)
learning should be an experience
not an ordeal.  The TPACK framework stresses that teaching
and learning with technology requires an
5. Require Learner Participation understanding of interactions between and
among three forms of knowledge (TK, PK, CK),
Determine how you're going to actively
rather than seeing these as three distinct
engage your learners in the teaching
knowledge bases.
process.
(e.g., games, team work, presentations,
journals, etc.)
For instance, you can establish
mandatory participation in class
discussions and allow time for practice
during the demonstration of the skill.

6. Evaluate and Revise

• You have to decide whether your
material is effective and make
revisions if necessary. CONTENT Knowledge (CK)
• Evaluate your teaching Knowledge about the actual subject matter that
strategies, the media, the is to be learned or taught.
technology you used, and how
you implemented them. Also, you TECHNOLOGICAL Knowledge (TK)
should determine if the lessons
Knowledge about technologies and how to use
them.

PEDAGOGICAL Knowledge (PK)

Knowledge of HOW we teach – teaching

methods

PEDAGOGICAL CONTENT - PCK

Knowledge of how to best teach our subject /

learning area

TECHNOLOGICAL CONTENT - TCK

Knowledge of how content is represented and

transformed by the application of technology

TECHNOLOGICAL PEDAGOGY - TPK

Knowledge of how teaching & learning change

when particular technologies are used.

TCK

Geographic information Systems (GIS)

Geometer’s Sketchpad

- Timeliner

TPK

Online Discussions by using Google Groups.

Peer editing, group paper writing, by using a

wiki.

Developing a group PowerPoint Presentation.

Technological Pedagogical Content Knowledge

(TPACK) refers to the knowledge that emerges
from an understanding of an interaction of
content, pedagogy, and technology knowledge.