Dale's Cone of Experience PDF

lOMoAR cPSD| 21947515 Dale’s Cone of Experience Introduction You will now understand and examine Edgar Dale’s Cone of Experience to get informed with various instructional media that form part of the system approach to instruction. The model of Dale’s Cone of Experien...

lOMoAR cPSD| 21947515 Dale’s Cone of Experience Introduction You will now understand and examine Edgar Dale’s Cone of Experience to get informed with various instructional media that form part of the system approach to instruction. The model of Dale’s Cone of Experience integrates several concepts associated with the instructional model and learning processes. He emphasized that learners retain more information by what they “do” as opposed to what is “heard,” “read,” or “observed.” His studies caused the improvement of the Cone to revel. These days, this “learning by doing” has become known as “experiential learning” or “action learning.” As you immerse yourself in the lesson, you will discover the importance of the Cone as you plan your lesson to make learning more productive and engaging to students. Abstraction Edgar Dale (1946) introduced Cone of Experience that reveals the development of experiences from the very real to the extremely abstract (at the top of the Cone). The Cone of Experience intends to notify students of how much a person’s recall established on how they face the material. The Cone charts the average retention rate of the knowledge for various teaching methods. The further down the Cone you move, the higher the learning, and the more knowledge is likely to be retained. It also indicates that it is important to note when selecting an instructional method that engaging students in the process can improve the retention of information. This shows that strategies of “action-learning” result in the retention of up to 90 percent. Individuals learn better by using visual types of learning. Perceptual types of learning are based on feelings. The more sensory channels are possible in interacting with a resource, the better chance that many students can learn from it (Diamond, 1989). According to Dale (1969), two teachers should develop lessons that draw on more real-life experiences. Dale’s Cone of Experience is a device that helps teachers make resource and activity choices.  lOMoAR cPSD| 21947515 Edgar Dale’s Cone of Experience gives the following interpretation: 1. Lower levels of the Cone involve the student as a participant and encourage active learning. 2. Pictures are remembered better than verbal propositions. 3. The upper levels of the Cone need more instructional support than lower levels. 4. Abstractness increases as we go up the Cone, and concreteness increases as we go down the Cone. 5. Higher levels compress information and provide data faster for those who can process it. What are these bands of experience in Dale’s Cone of Experience? 1. Direct Purposeful Experience - Some experiences have the least abstractness and the maximum possible concreteness. Purposeful means interactions of one intent are meaningful. Skills we gained in real life through our first-hand, direct involvement. In a teaching-learning cycle, it is the best mode, means, or channels for the desired outcomes. Teachers will also strive to provide the students with real-life realistic experiences in the form of showing actual objects and enabling them to come into direct contact with the realities of life themselves. Examples allow students to prepare their meals, make a PowerPoint presentation, delivering a speech, performing experiments, or making their furniture. 2. Contrived Experiences - These are not very rich, concrete, and direct as a real-life experience. When the real thing cannot be accurately observed, artificial stimuli can be given as a working model or as specific experiments in the laboratory. The working model is the editing of fact, which varies in size or complexity from the original. Itincludes models, mock-ups, experiments, and so on. We may delete the needless information in a condensed and edited version of the real thing, and make the learning simple. A mock-up of Apollo, the moon exploration spacecraft, for example, allowed the North American Aviation Co. to research the lunar flight problem. 3. Dramatized experiences – These are commonly used as activities that allow students to actively participate in a reconstructed experience through role-playing or dramatization.  lOMoAR cPSD| 21947515 Examples of Contrived Experiences: Model - A replication in a small scale or a large scale or exact size of a real item- but made of synthetic materials. It is a substitute for a real item that may or may not be operational – Gray, et. In 1969, al. Mockup - Is an arrangement of a real device or associated devices displayed in such a way that representation of reality is created. A unique model where the parts of a model are singled out, heightened and magnified to focus on that part or process under study. Example: Planetarium Specimen- An individual animal, plant, piece of a mineral, etc. It is used as an example of its species or type for scientific study or display. An example is a product or piece of work, regarded as typical of its class or group— a sample for medical testing, especially of urine. Object- May also include artifacts displayed in a museum or objective displayed in exhibits or preserved insect specimens in science. Simulation- A representation of a real manageable event in which the learner is an active participant engage in learning behavior or in applying previously acquired skills or knowledge. 3. Dramatized Experiences – The experience gained through active participation and role-playing in dramatic activities. Activities in which visual representation and role- playing depict the actual events of the past or present. It is useful in the teaching- learning of subjects like history, political science, language, and literature. The pupil who takes part in dramatization gets closer to direct experience than a student who watches it. The plays can be a variety of forms, such as full-length play, one-act play, puppet show, pageants (a kind of group drama focused on local history), mime, tableau, dialogs, spot- spontaneous acting, and mock conventions, etc. We revive the eruption of the revolution in the Philippines by playing the role of characters in a drama. Plays - depict life, character, culture, or a combination of the three. They offer excellent opportunities to portray vividly essential ideas about life  lOMoAR cPSD| 21947515 Pageants - are usually community dramas that are based on local history. An example is a historical pageant that traces the growth of a school. Pantomime - is a "method of conveying a story by bodily gestures." Pantomime's impact on the audience rely on the actors' movements. Tableau is a picture-like scene composed of people against a background. It is an arrangement of people who do not move or speak, especially on a stage, who represents a view of life, an event, etc. Role-Playing is an unrehearsed, unprepared, and spontaneous dramatization of a situation where their roles absorb assigned participants. You pretend to be someone else or pretend to be in a particular position you are not really in at the moment. Puppets – A puppet is an inanimate object or representational figure animated or manipulated by an entertainer, who is called a puppeteer. Types of Puppets Shadow puppets – flat, black silhouette made from lightweight cardboard shown behind a screen. Rod puppets – flat, cut-out figures tacked to a stick with one or more movable parts, and are operated below the stage through wires or rods.  lOMoAR cPSD| 21947515 Glove-and-finger puppets – make use of gloves in which small costumed figures are attached. Marionettes – a flexible, jointed puppet operated by strings or wires attached to a crossbar and maneuvered from directly above the stage. 4. Demonstrations – It’s a visual description of a significant reality, concept, or process. Students can watch how certain things are done either in the form of actual objects or models. Specific complicated procedures can be performed by the teacher for the benefit of pupils who are reduced to the position of passive listeners. For better performance, the teacher should try to involve the students in the demonstration process by asking questions and answering them or by helping them plan the demonstration and execute it. For example, a teacher in Physical Education shows the class how to dance the tango. 5. Study Trips – It is a planned point visit or a location outside the daily classroom. This is an organized situation in the form of tours, flights, hikes, and excursions. Provide the students with valuable opportunities to offer direct real-life experiences. Learning several principles, gaining relevant information, knowledge, and skills (in combination with lots of entertainment) related to the school’s various issues; curriculum. We put the classroom back into the community and the community’s concerns back into the school. Sample title for your study trips Science Museum Trip - Science Field Trip Historical Reenactment Trip - Living History Field Trip Eco- Adventure Trip - Biology Field Trip Museum of Natural History Trip - Social Science Field Trip Reward Trip - Celebration/Fun Field Trip Aviation Museum Trip - Military History Field Trip Heritage Museum Trip- Culture Field Trip Historic Church Trip - Religious Field Trip 6. Exhibits – Bring the outside world into the classroom employing exhibits, the concrete representation of the things. The teacher can help the students by gaining useful experience through the observation and organization of educationally significant exhibitions. Exhibits are less real or direct in terms of providing direct practical experience. These may consist of meaningfully organized working models or photographs of templates, maps, and posters. Many exhibitions are “only for your eyes.” However, several shows provide interactive opportunities in which visitors can touch or manipulate the displayed models. 7. Television and motion pictures – Television and movie clips can so expertly recreate the history of the past, that we have to feel like we’re there.The special meaning of the messages that film and television deliver lies in their sense of reality, their focus on individuals and personality, their organization presenta¬tion, and their ability to select, dramatize, highlight, and clarify. 8. Still, pictures, Recordings, Radio - This stage includes the number of devices that might be classified roughly as one-dimensional aids because they use only one sense organ that is  lOMoAR cPSD| 21947515 9. Visual symbols - There are no longer practical reproductions of material objects, for such representations are incredibly abstract. Visible concepts that describe something intangible by association and something that reflects or stands for something else, usually by association or by way of definition of something abstract. Visual perception has a predictive framework that is interesting. This contains visual graphic resources such as charts, maps, diagrams, sketches, posters, comics, photos, drawings on blackboards, and illustrations. The visual symbols (free to use any language) form a primary contact language. Drawings - A drawing might not be a real thing but better than nothing to have practical visual help. To prevent ambiguity, it is important that the real thing is depicted correctly by our drawing. Cartoons - The cartoon is another useful visual symbol which can add innovation to our teaching. Metaphorically a first-rate cartoon reveals its story. Strip drawings - A series of sketches linked to a funny story or an adventure in a newspaper, magazine, etc.. It is a series of adjacent, typically horizontally organized images which are intended to be read as a narrative or a sequential sequence. Diagrams - It is any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distributions, etc. ( Dale, 1969). Types of Diagrams Affinity Diagram - used to cluster complex apparently unrelated data into natural and meaningful groups. An affinity diagram is to arrange ideas into a specific or natural relationship. Bananas, bananas, and oranges, for example, would be grouped as fruits while green beans, broccoli, and carrots would be grouped as vegetables. Tree Diagram – A tree diagram is a modern method for planning management that defines the hierarchy of tasks and subtasks required to complete and be objective. The tree diagram begins with one element, then branches out to two or more, each branching into two or more, and so on. The finished diagram is like a tree, with a trunk and many branches. Fishbone Diagram - Often referred to as the cause and effect diagram or Ishikawa diagram is a visualization method for categorizing the possible causes of the root cause of the issue. A fishbone diagram usually used for root cause analysis incorporates the brainstorming  lOMoAR cPSD| 21947515 technique with a form of mind map design. Charts - It is a diagrammatic representation of individual connections within an organization. Types of Charts Time Chart a tabular time diagram displaying data in ordinal series. Tree or Stream Chart shows creation, growth and change starting with a simple course spreading out over several branches. Flowchart visual way of showing a process from beginning to end. A diagram of the series of individual gestures or acts or events involved in a complex structure or operation. Organizational Chart Shows how one part of the company applies to other sections. It is a graphical representation of the structure which shows the relationships within the positions or jobs. Comparison and Contrast Chart shows similarities and differences. Pareto chart is a type of bar chart, prioritized from left to right in decreasing order of magnitude or importance.  lOMoAR cPSD| 21947515 Gannt chart is an activity time chart. A diagram displaying a sequence of horizontal lines representing the amount of work completed or produced during different periods to the amount expected for those periods. Graphs - Pictures helping us to understand the details. A diagram showing the relationship between the variable quantities, usually two variables, each calculated at the right angles along with one of a pair of axes. Circle Graph –A visual representation of data made by dividing a circle into sectors that each represent parts of a whole. Usually, the amounts in each area are expressed in percent, so that all of the amounts total of 100%. Bar Graph – Using to compare the magnitude of the same things at different relations or to see the relative sizes of the entire pieces. Also, the numerical values of variables are represented by the height or length of lines or rectangles of equal width. Pictorial Graph – a visual representation of data by using pictograms. It uses icons or pictures in relative sizes to highlight some data patterns and trends. Graphic organizers – In your subject, you've encountered many graphic leaders, teaching values. Also known as knowledge map, idea map, story map, cognitive organizer, advance organizer, or idea diagram, this is a pedagogical method that uses visual symbols to communicate knowledge and concepts through interactions between them.  lOMoAR cPSD| 21947515 Maps - Is a reflection of the earth's surface or a part thereof. Physical Map is altitude, temperature, precipitation, rainfall, vegetation, and soil. A diagram of known iconic places on chromosomes. In base pairs, the actual distance is determined between landmarks. Relief Map is a three dimensional represents and shows contours of the physical data of the earth or part of the earth. It is indicating hills and valleys by shading rather than by contour lines alone, also elevations and depressions representing hills and valleys, typically on an exaggerated relative s Political maps are reference maps commonly used. They 're put worldwide on the walls of classrooms. They display the geographical boundaries between units of government, such as nations, states, and counties. We show highways, cities, and significant water features like oceans, rivers, and lakes. Poster - A large printed picture, photograph, or notice that you tick or pin to a wall or board, usually for decoration or to advertise something.  lOMoAR cPSD| 21947515 Dale's Cone of Experience as a tool to help my students build learning experiences. The Cone of Experience corresponds with three significant modes of learning: Enactive (direct experience),- Enactive or direct contact includes working with objects (the student joins a knot to practice knot tying). The enactive perception requires direct action and effective use of the senses and the body. Iconic (pictorial experience) - Iconic learning includes reading photos and sketches (the student looks at paintings, pictures, or movies to learn how to tie knots). Iconic perception is separated from the world of science and limited to two or three senses. Symbolic (highly abstract experience)- Symbolic experience involves reading or hearing symbols (the student learns or hears the word “knot” and forms an image in mind). In symbolic experience, the action is removed nearly altogether, and the experience is limited to thoughts and ideas. BRUNER’S THREE-TIERED MODEL OF LEARNING In addition, Brunner’s three-tiered model of learning points out that every area of knowledge can be presented and learned in three distinct steps. 1. Enactive - a series of actions 2. Iconic - a series of illustrations or icons 3. Symbolic/Abstract - a series of symbols With young learners, it is highly recommended that a learner proceeds from the ENACTIVE to ICONIC and lastly, to the SYMBOLIC/ABSTRACT learning points. A young learner would not be rushed to move to immediate abstraction at the highest level without the benefit of a gradual unfolding. However, when the learner is matured and capable of directing his learning, it may fluidly cross the Cone of Experience.