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Theories and Principles in The Use and Design of Technology-Driven Lessons

The document summarizes Edgar Dale's Cone of Experience and Bruner's three-cone model of learning. Dale's Cone of Experience presents a continuum of learning experiences ranging from direct purposeful experiences to verbal symbols. It shows that students learn better through hands-on experiences compared to more abstract representations. Bruner's model also advocates a progression from enactive to iconic to symbolic representations as students develop. Both theories emphasize starting with concrete experiences and gradually introducing more abstract concepts.

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Nicole Tacardon
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111 views

Theories and Principles in The Use and Design of Technology-Driven Lessons

The document summarizes Edgar Dale's Cone of Experience and Bruner's three-cone model of learning. Dale's Cone of Experience presents a continuum of learning experiences ranging from direct purposeful experiences to verbal symbols. It shows that students learn better through hands-on experiences compared to more abstract representations. Bruner's model also advocates a progression from enactive to iconic to symbolic representations as students develop. Both theories emphasize starting with concrete experiences and gradually introducing more abstract concepts.

Uploaded by

Nicole Tacardon
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Module 5

Theories and Principles in the Use and


Design of Technology-Driven Lessons
Lesson 1:

Edgar Dale‘s Cone of Experience


The cone of experience

̏The cone is a visual analogy, and like all analogies, it does not bear an exact
and detailed relationship to the complex elements it represents.̎ - Edgar Dale
The Eight M ̍s of Teaching
1. Milieu- the learning environment
-The classroom is the usual although not the
exclusive environment of learning at school. Teachers need to male the learning environment
as “stimulating“ as possible. Every stimulus to classroom should contribute to learning.
2.Matter – the content of learning
-This refers to the what is to be
learned as specified in the instructional objective.
3.Method- teaching and learning activities
-This consist of purposeful, planned activities
and tasks that are undertaken by the teacher and the students in the classroom to bring
about the intended instructional objective.
4.Material – the resources of learning
-Materials are resources available to the teacher
and learners which serve as stimuli in the teaching-learning situation. This may be either a
“human person “ or a "phydical object."
5. Media – communication system
-This pertains to the
communication system in the teaching-learning situation. This serves dual purpose: to
promote common understanding in instructionand to set and maintain a healthy
psychological climate in the classroom conducive to learning.
6.Motivation – arousing and sustaining interest in learning
-Motivation is the cardinal principle in
learning. A learner will learn only those things he wants to learn.
7.Mastery – internalization of learning
-This means
internalization of learning resulting in automatic or habitual change behavior through
meaningful repetition and application.
8.Measurement – evidence that learning took place
-This is the final stage in the teaching-
learning sequence, involving the systematic collection of the evidence of learning. This is
concerned with the "behavior “ aspect of the objective.
Figure 3. Dale‘s Cone of Experience
The Cone of Experience is a visual model that shows a
continuum of learning ; a pictorial device that presents
bonds of experience. This 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.
THE BAND IN
DALE'S EXPERIENCE

Direct Purposeful Experiences


These refer to foundation of experiencing learning.
Using the senses, meaningful knowledge and
understanding are established. This is experiential
learning where one learns by doing.
Contrived Experiences
It is in this category that representations such as
models, miniatures, or mock ups 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
Are commonly used as activities that allows
students to actively participate in a reconstructed
experience through role-playing or
dramatization.
Demonstrations

When one decides to show how things are done, a


demonstration is the most appropriate experience. It is an
actual execution of a procedure or a process.
Ex. A demonstration of how to bake a cake or how to
execute the dance steps is an appropriate way of making
the learning experience meaningful.
Study Trips

These 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 the others that provide the
message or information.
These are basically viewed, however, there are currently
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
These 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 viewers try to
understand the message being portrayed by actors in the
film.
Still Pictures, Recordings and
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 representation of the concept or the information.
Examples of these are information processed through a graph or a chart.
For example, a process can be presented using a flow chart.
Verbal Symbols

This category appears to be the most abstract bcause they


may not be exactly look-like the concept or object they
represent but are symbols, words, codes or formulas.
In addition,Bruner's three-coned model of learning,
points out that every areas of knowledge can be
presented and learned in three distinct steps.

1.ENACTIVE-a series of action


2.ICONIC-a series of illustrations or icons
3.SYMBOLIC-a series of symbols
With young learners, it is highly recommended that a learner
proceed from the ENACTIVE to ICONIC and lastly to the
SYMBOLIC.

A young learner would not be rushed to move to immediate


abstraction at the highest level without benefit of a gradual
unfolding. However, when the learner is matured and
capable to direct his own learning, it may move fluidly across
the cone of experience.
Thank you!

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