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Dale's Cone of Experience

Dale's Cone of Experience, developed by Edgar Dale, illustrates the progression of learning experiences from concrete to abstract, emphasizing the importance of sensory engagement in education. The cone categorizes experiences into levels, ranging from direct experiences at the base to symbolic representations at the top, highlighting the varying degrees of reality and participation involved. Misconceptions about the cone's application in teaching often arise, but it remains a valuable tool for selecting instructional media and enhancing learning outcomes.

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8 views29 pages

Dale's Cone of Experience

Dale's Cone of Experience, developed by Edgar Dale, illustrates the progression of learning experiences from concrete to abstract, emphasizing the importance of sensory engagement in education. The cone categorizes experiences into levels, ranging from direct experiences at the base to symbolic representations at the top, highlighting the varying degrees of reality and participation involved. Misconceptions about the cone's application in teaching often arise, but it remains a valuable tool for selecting instructional media and enhancing learning outcomes.

Uploaded by

canijayann7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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LEARNING THEORIES AND PRINCIPLES IN:

DALE’S CONE OF
EXPERIENCE
By Jay Ann Cani
PROPONENT OF DALE’S CONE OF
EXPERIENCE
Edgar Dale (April 27,
1900 in Benson,
Minnesota, – March 8,
•An American
1985 educationist who
in Columbus, Ohio)
developed the Cone of Experience.
•He made several contributions to audio
and visual instruction, including a
methodology for analyzing the content of
motion pictures.
WHAT IS DALE’S CONE OF
EXPERIENCE?
•First introduced in Dale’s 1946
book, Audio-Visual Methods in
Teaching
•Designed to “show the progression
of learning experiences” (Dale (1969)
p. 108) from the concrete to the
abstract
•
WHAT IS DALE’S CONE OF
EXPERIENCE?
• The cone of experience is a pictorial device use to
explain the interrelationships of the various types of audio-
visual media, as well as their individual “positions” in the
learning process.

• The cone's utility in selecting instructional resources and


activities is as practical today as when Dale created it.
PRINCIPLES ON THE CONE OF
EXPERIENCE:
• The cone is based on the relationships of various
educational experiences to reality (real life), and the
bottom level of the cone, "direct purposeful experiences,"
represents reality or the closest things to real, everyday
life.
• The opportunity for a learner to use a variety or several
senses (sight, smell, hearing, touching, movement) is
considered in the cone.
PRINCIPLES ON THE CONE OF
EXPERIENCE:
• Direct experience allows us to use all senses.

• Verbal symbols involve only hearing.

• The more sensory channels possible in interacting with a resource, the better
the chance that many students can learn from it.

• Each level of the cone above its base moves a learner a step further away
from real- life experiences, so experiences focusing only on the use of verbal
symbols are the furthest removed from real life.
PRINCIPLES ON THE CONE OF
EXPERIENCE:
• Motion pictures (also television) is where it is on the cone because
it is an observational experience with little or no opportunity to
participate or use senses other than seeing and hearing.

• Contrived experiences are ones that are highly participatory and


simulate real life situations or activities.

• Dramatized experiences are defined as experiences in which the


learner acts out a role or activity.
INFLUENCES ON THE
Cone of Experience
Hoban, Hoban & Zisman’s Visual Media Graph
• Value of educational technology is based on their degree of realism
Jerome Bruner’s Theory of Instruction
• Three levels in the learning process
Enactive – direct experience
Iconic – representation of experience
Symbolic – words or visual symbols
• The process of learning must begin in concrete experiences and
move toward the abstract if mastery is to be obtained.
INTENTIONS OF THE
Cone of Experience
Dale (1969) wrote that
• May lead to a more useful way of thinking about audio visual
materials and their application in the classroom

• The levels of the Cone are interactive

• As one moves up the Cone there is not necessarily an increase in


difficulty but rather an increase in abstract thought
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
LEVELS OF THE CONE OF EXPERIENCE
Symbolic – highly abstract experienc
Enactive – direct experiences
• Direct, Purposeful
• Visual symbols

• Contrived
• Verbal symbols

• Dramatized
Iconic – pictorial experiences
• Demonstrations
• Study trips
• Exhibits
• Educational television
• Motion pictures
• Recordings, radio, still pictures
ENACTIVE
direct
experiences
DIRECT AND PURPOSEFUL
EXPERIENCES
• Direct, first hand experiences
• Have direct participation in the
outcome
• Use of all our senses
• Examples:
Working in a homeless shelter
Tutoring younger children
CONTRIVED EXPERIENCES

• Models and mock-ups


• “editing of reality”
¡Necessary when real experience cannot
be used or are too complicated
• Examples
Use of a pilot simulator
Mock up of an auto plant to show the auto making process
DRAMATIZED EXPERIENCES

• Reconstructed experiences
• Can be used to simplify an event or
idea to its most important parts
• Divided into two categories
Acting – actual participation (more concrete)
Observing – watching a dramatization take place (more
abstract)
ICONIC
pictorial
experiences
ICONIC EXPERIENCES ON THE
CONE
• Progressively moving toward greater use
of imagination
• Successful use in a classroom depends on
how much imaginative involvement the
method can illicit from students
• Involves:
Demonstrations Study trips
Exhibits Motion pictures
Educational television
DEMONSTRATIONS

• Visualized explanation of an important


fact, idea, or process
• Shows how certain things are done
• Examples:
How to make a peanut butter and jelly sandwich
How to play the piano
How to lift a fingerprint
STUDY TRIPS

• Watch people do things in real situations


• Observe an event that is unavailable in
the classroom
• Examples:
Civil War Re-enactment
Old World Wisconsin
Class trip to Washington D.C.
EXHIBITS
Something seen by a spectator
TWO TYPES
• Ready made
Museum
Career fair
• Home-made
Classroom project
National History Day competition
EDUCATIONAL TELEVISION AND
Motion Pictures
TELEVISION MOTION PICTURES
• Bring immediate • Can omit unnecessary or
interaction with events unimportant material
from around the world • Used to slow down a fast
• Edit an event to create process
clearer understanding • Viewing, seeing and
than if experienced hearing experience
actual event first hand • Can re-create events
• Example: with simplistic drama
TV coverage of 9/11 that even slower
RECORDINGS, RADIO, AND STILL
PICTURES
• Can often be understood by those who
cannot read
• Helpful to students who cannot deal
with the motion or pace of a real event
or television
• Examples:
Time Life Magazine
Listening to old radio broadcasts
SYMBOLIC
highly abstract
experiences
SYMBOLIC EXPERIENCES

• Very little immediate physical action


• Difficult only if one doesn’t have
enough direct experience to support
the symbol
• Used at all levels of the Cone in varying
importance
• Involves:
Visual symbols
VISUAL SYMBOLS
• No longer involves reproducing real
situations
• Chalkboard and overhead projector the
most widely used media
• Help students see an idea, event, or
process
• Examples:
Chalkboard
Flat maps
VERBAL SYMBOLS
• Two types
Written words – more abstract
Spoken words – less abstract
• Examples:
Discussion
Explanation/lecture
WHAT DOES THE CONE MEAN FOR
INSTRUCTION?
• Dale (1938) taught teachers that they should help
their students learn how the media effects us, and to
critically evaluate it.
• Teachers must evaluate the benefit of the learning vs.
the amount of time required in the lesson
• How to effectively use instructional media to helping
students move from concrete to abstract thought
CONCLUSION
• The Cone of Experience is a visual device to aid
teachers in the selection of instructional media
• The Cone is based on the movement from concrete
experiences to abstract experiences
• The literal interpretation of the Cone has resulted in
misconceptions of its use
• The Cone has practical applications inclassroom
instruction
THANK
YOU

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