Date post: | 15-Aug-2015 |
Category: |
Education |
Upload: | erwin-marlon-sario |
View: | 216 times |
Download: | 5 times |
EDUCATIONALTECHNOLOGY 1
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
What is the Cone of Experience?
What are the sensory aids in the Cone of Experience?
What are its implication in teaching?
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
The Cone of Experience
Concrete Abstract
EARTH
Direct and Purposeful Experience
Direct, First hand Experience Have a direct participation in the outcome Use of all our senses
Contrived Experience
Models and mock-ups
“editing of reality” Necessary when
real experience cannot be used or are too complicated
Dramatized Experience
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)
Demonstration Visualized explanation
of an important fact, idea, or process
Shows how certain things are done
Watch people do things in real situations
Observe an event that is unavailable in the classroom
Field Trips
Something seen by a spectator
Two types Ready made Home-made
Exhibits
Bring immediate interaction with events from around the world
Edit an event to create clearer understanding than if experienced actual event first hand
Can omit unnecessary or unimportant material
Used to slow down a fast process
Viewing, seeing and hearing experience
Can re-create events with simplistic drama that even slower students can grasp
Educational Television and Motion PicturesTelevision Motion Picture
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
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
Verbal Symbol
Two types Written words –
more abstract Spoken words –
less abstract
The Cone of Experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.
People always think differently. Some may think in concrete terms and some in abstract terms. Concrete thinking refers to the thinking on the surface whereas abstract thinking is related to thinking in depth.Read more: Difference Between Concrete and Abstract Thinking | Difference Between | Concrete vs Abstract Thinking http://www.differencebetween.net/language/difference-between-concrete-and-abstract-thinking/#ixzz3f5hiHSMx
Different kind of sensory aid often overlap and sometime blend into one another.One kind of sensory experience is not necessarily more educationally useful than another. Sensory experiences are mixed and interrelated
Too much reliance on concrete experience may actually obstruct the process of meaningful generalization.
The best will be striking a balance between concrete and abstract, direct participation and symbolic expression for the learning that will continue throughout the life
Do not use only one medium of communication in isolation.Rather use many instructional materials to help the learner conceptualize his/her experience
Avoid teaching directly at the symbolic level of thought without adequate foundation of the concrete. Learners’ concept will lack deep roots in direct experience.
When teaching, don’t get stuck in the concrete. Strive to bring our students to the symbolic or abstract level to develop their higher order thinking skills.
“These rootless experience will not have the generative power to produce additional concepts and will not enable the learner to deal with new situations that he/she faces” (Dale 1969)