Loberiano, Gerald N.

BSEd-Math 3rd Year

LESSON 8: DALE’S CONE OF EXPERIENCE

ENGAGE
4 PICS-ONE WORD
Guess the letters which would name the set of photos. Only one word will
describe the four photos. Write your answer on the blanks provided

D R A M A FIELD TRIP

COMIC STRIP EXHIBIT

 EVALUATE
Answer the following questions briefly but substantively:

1. How is Dale's Cone of Experience different from multimedia Cone of

Abstraction?
Dale's Cone of experience is a model that incorporates several theories
related to instructional design and instructional processes. The arrangement in
the cone is based on the principle of concretization to abstraction and the
number of senses involved. Dale’s theory stemmed from the proposition that
learners retain more information when they “do”, rather than what they “hear”,
“read” or “observe” which these findings are now also referred to as
experiential learning or action learning. On the other hand, Multimedia Cone of
Abstraction emphasized on the nature of mental operations of the learner, not
on the stimuli. It is designed to update Dale's Cone of Experience specifically
for the use of multimedia in a learning context.

2. Using a particular topic within your specialization, what examples of

technology-mediated learning experiences can you provide anchoring on
multimedia Cone of abstraction?
 Watching a YouTube video in the class about the methods of getting the sample
size within a population in Statistics.
 Reading books and other online resources related on sampling techniques and
designs for a more comprehensive understanding of the topic.
 Creating a PowerPoint presentation to be used for reporting on how sample
methods can be used on gathering data in Statistics.
 Use of computer programs such as Excel to organize data gathered from using a
particular sample method.
 Demonstration on the effect of sample size on sampling distribution through an
interactive graph like histogram.

3. Dale’s cone has been frequently misunderstood and misused, often

confounded with the ‘’Remembering Cone’’ or ’’Bogus Cone’’ which claims that
learners will generally remember 10 percent of what they read, 20 percent
of what they hear, 30 percent of what they see, 50 percent of what they
hear and see, 70 percent of what they say, and 90 percent of what they
both say and do. Do you agree with this analogy?
No, I don't agree with this analogy because there is no scientific
evidence to back up the percent-remembering numbers. Anybody who knows
anything about research would know that results that round to numbers ending
with a zero or five are simply not credible. People do not necessarily remember
 of what they hear than what they read or see because according to the actual
researches, it shows that human beings are highly variable in how much they
remember.

4. Is it appropriate to just focus on instructional media which are

situated in the lower part (or towards the base) of the cone of experience?
No, because the experiences in each stages are crucial and should have no
exceptions in order to foster a more meaningful learning. All of the stages in
the Cone of Experience are interrelated and can be mixed, thus a balance must
be achieved between concrete and abstract experiences to cater and address
all the needs of the learner in all the domains of development and help them in
their holistic growth.

EXTEND
1. Research further on the myth about Edgar Dale's Cone of
Experience. What are the arguments against the myths about the cone of
experience?
Based on the information that I gathered from the internet, there are
several arguments provided by researchers in psychology that debunked the
myths on Dale's Cone of Experience. I've only included some of their arguments
which are presented below;
 The original graphical presentation of Edgar Dale's Cone of Experience as
developed in 1946 did not include percentages on every level, nor did he
mentioned any learning outcomes in the model. He hadn't based his cone on any
scientific research, which he explicitly mentioned in his study, besides urging
his readers to "not take it seriously". Moreover, there have been several
adaptations of his model where people have come up with a variety of versions
that are inconsistent with the original "Cone of Experience". Hence,
deteriorating the credibility of the model in the present due to the misleading
and falsified information that were created by other people.

 There is no body of research that supports the data presented in the many
forms of the retention chart. That is, there is no scientific data—or other data
—that supports the claim that people remember some percentage of what they
learned. Interestingly, where people have relied on research citations from
1943, 1947, 1963, and 1967 as the defining research when they cite the source
of their data, the numbers—10%, 20%, 30% and so on— actually appeared as
early as 1914 and 1922—when they were presented as information long known.
 The fact that the data in the retention chart of Dale's "Cone of Experience"
are divisible by 5 or 10 makes it obvious to anyone who has done research that
these are not numbers derived by actual research. Human variability precludes
round numbers. In addition, as pointed out as early at 1978 by Dwyer, there is
the question of how the data were derived—what were learners actually asked
to do? Note for example that the retention chart data always measures—among
other things—how much people remember by reading, hearing, and seeing. How
people could read without seeing is an obvious confusion. What are people doing
when they only see and don’t read or listen? Also problematic is how you’d
create a fair test to compare situations where learners listened or watched
something. Are they tested on different tests (one where they see and one
where they listen), which seems to allow bias or are they tested on the same
test, in which case on group would be at a disadvantage because they aren’t
taking a test in the same context in which they learned.

2. Edgar Dale was influenced by the works of Johann Pestalozzi, Froebel

and John Dewey. Research on the contributions of Pestalozzi, Froebel and
Dewey which have influenced the ideas of Dale in his Cone of Experience?
Edgar Dale traced his ideas as back as far as Pestalozzi, who pioneered
the concept of learning through activity and Froebel, who first promoted the
principle that children have unique needs and capabilities. But Dale was heavily
influenced by John Dewey where he stressed the importance of the continuity
of learning experiences from schools into the real world and argued for greater
focus on higher order outcomes and meaningful learning. Moreover, Dale
expanded Dewey's concept of the continuity of learning through experiences by
developing the "Cone of Experience" which relates a concrete to abstract
continuum to audiovisual media options. Dale regarded the cone as visual model
to show the progression of learning experiences from concrete to abstract
rather than as a prescription for instruction with media.

3. Edgar Dale said that a rich learning experience would be ‘’emotionally

rewarding’’ and ’’motivating for learning throughout students’ lives’’. Describe
an experience you have had that was emotionally rewarding and motivated
you to continue learning throughout your life. Write a 500-word essay

ESSAY:

Intrinsic and extrinsic motivation both influence a student's proclivity to

learn. Any individual can pursue any type of endeavor to achieve success and the
pinnacle of their desire if they are motivated. When a person is motivated to
learn, they believe they can accomplish anything and turn impossibilities into
realities. I can say that I, too, have experienced a particular moment in my life
in which during those days that I feel hopeless and ready to give up, something
that I've never expected to happen appeared before my eyes. It is when I
began to make positive changes within myself and turn over a new leaf as I
realized the importance of chasing my dreams as well as my aspirations in life.

When I was in the 9th grade in High School, there was a terror teacher
that I've met which just a single glance on her will make my knees tremble
because of her cold demeanor and sullen expression. The subject that she was
assigned to teach in my class was mathematics, one of my weakest areas that
time as I feared those complex and long mathematical formulas. I was so
shocked when I learned that she will be my mathematics teacher within the
school year and I don't know if I can survive this term because of my
underperformance in problemsolving. When she already started her Math class,
I didn't noticed that I was paying attention to her discussion with focus, not
because of my fear to be reprimanded for not listening but because the way she
teach is simply easy to understand. The way she explained math concepts are
intriguing and fascinating which evokes my curiosity to learn more. Afterwards,
I began practicing at solving math problems at home and watched many tutorial
math videos to enhance my math skills. At first, I simply laughed at myself on
why I am doing these things, but I remembered my math teacher and I realized
that I was motivated by her to become proficient in this subject. Back to the
school, my math teacher gave us a summative test and I know that I am well
prepared because I studied all the topics that will be covered on this
assessment. But despite of my efforts that I put on reviewing, I still failed to
meet my expectations. I wasn't able to get a good score and thought to myself
that maybe I am not just capable to learn in Mathematics. However, my Math
teacher still commended those who tried their best to pass the test. She said
that it is okay to fail because this will help us to become better in the future.
"Just like trial and error in solving a math problem, don't give up and keep trying
until we can find the correct solution.", she added. Those words inspired and
motivated me to continue learning mathematics amidst of the numerous
challenges I encountered along my path.

Today, I am now pursuing my dream to become a Math teacher like her. I

want to become a teacher that will help learners who are incapable in this field
and transform them into a confident problem solver. Indeed, the learning
experience that I went through was truly emotional rewarding and will always be
embedded in myself as a future educator. I was thankful that it happened to
someone like me, as it pushes me to continue learning and lead to become what I
am now.

References:
https://www.worklearning.com/2015/01/05/mythical-retention-data-
thecorrupted-cone/
https://lidtfoundations.pressbooks.com/chapter/edgar-dale-and-the-cone-
ofexperience/