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Dale Cone of Experience

The document summarizes Dale's Cone of Experience, which is a model that categorizes different types of educational experiences based on their ability to represent reality. The cone ranges from direct experiences at the bottom to abstract symbols at the top. It includes categories like direct experiences, exhibits, demonstrations, study trips, and dramatizations. The cone is intended to help educators select instructional resources and activities based on their position in the learning process and ability to engage learners through different sensory experiences.

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Mae Baltera
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364 views3 pages

Dale Cone of Experience

The document summarizes Dale's Cone of Experience, which is a model that categorizes different types of educational experiences based on their ability to represent reality. The cone ranges from direct experiences at the bottom to abstract symbols at the top. It includes categories like direct experiences, exhibits, demonstrations, study trips, and dramatizations. The cone is intended to help educators select instructional resources and activities based on their position in the learning process and ability to engage learners through different sensory experiences.

Uploaded by

Mae Baltera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Dale Cone of Experience

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

THE Bands in Dale’s Cone of Experience

• Direct purposeful experience – This refers to the foundation of experiencing learning.


Using the senses, meaningful knowledge and understanding are established. This
experiential learning where one learn by doing.

• Contrived experiences- It is in this category that representations such as model


miniatures, or mocks ups are used. There are things or event that may be beyond the
learners grasp and so contrived experiences can provide a substitute

Television and Motion pictures

These technology equipment provide a two dimensional reconstruction of reality. These


allows the learners to experience the situation being communicated through the
mediated tools. They provide the feeling of realism as a viewer try to understand the
message portrayed by the actors in the films.

Verbal Symbols

• This category appears to be the most abstract because they may not exactly look like
the concept or object they represent but are symbols, words codes or formulae.
Visual Symbols

• These are more abstract representations of the concept of the information. Examples of
these are information presented through a graph or charts. For example, a process can
be represented using a flow charts.

Still pictures, Recordings, Radio

• Still are pictures or images. Together in this category are the audio- recorder materials
or information broadcast through the radio.

• Limitations: size of pictures or illustrations expensiveness of projected materials and


equipment timing difficulties between radio shows and classroom lessons

Television and Motion Pictures

• a solution to time and space constraints


• provides “windows to the world”
• effective for presenting movement, continuity of ideas or events
• substitute for dangerous direct learning experiences
• Limitations: Expensive viewing problems timing with classroom lessons 
misconceptions about time, size, and ideas

Exhibits

These are displays of models such as picture, artifacts, posters, among 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
exhibits become more engaging and fun.

• present objects or processes otherwise impossible inside the classroom


• exposure to new ideas, discoveries, and inventions
• problems that may be encountered: too little space time – consuming maintenance

Demonstrations

When one decided to show how things are done, a demonstration is the most
appropriate experience. It is an actual execution of a procedure or process. A
demonstration of how to bake a cake or how to execute dance step is an appropriate
way on making the learning experience meaningful.

• visualized explanation of an important fact or idea or process


• may require nothing more than observation or students may be asked to do what has
just been shown how to do
• Disadvantages: ideas or processes might not be interpreted or conceived very well
visibility to all learners

Study Trips

These are the actual visit to a certain locations to observe a situation or a case which be
available inside the classroom.

• undertaken primarily for the purpose of experiencing something that cannot be


encountered within the classroom
• a rich experience in learning about objects, systems, and situations
• Disadvantages: time

Dramatized Experiences

These are commonly used as activities that allows students to actively participate in a
reconstructed experience to role playing or dramatization.

• help get closer to certain realities that are no longer available at first hand
• stirring and attention getting
• participant learns to understand intimately the character he portrays • teaches
cooperative work
• Disadvantages: time consuming without commensurate results participation is limited
to few individuals

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