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  • The Cone of Experience

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    Pen Tura
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    The document describes Cortel's "Cone of Experience", which ranks educational tools based on their ability to provide direct, participatory experiences. At the top of the cone are direct experiences that use all the senses, followed by contrived experiences like models. Further down are dramatized experiences like role plays, then demonstrations, study trips, exhibits, and audiovisual tools like television and films. Near the bottom are still pictures, recordings, and symbols like charts and written words, which provide more abstract and less participatory experiences. The cone illustrates that learning is most effective when it incorporates direct, hands-on experiences.

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    Experience

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    The document describes Cortel's "Cone of Experience", which ranks educational tools based on their ability to provide direct, participatory experiences. At the top of the cone are direct experiences that use all the senses, followed by contrived experiences like models. Further down are dramatized experiences like role plays, then demonstrations, study trips, exhibits, and audiovisual tools like television and films. Near the bottom are still pictures, recordings, and symbols like charts and written words, which provide more abstract and less participatory experiences. The cone illustrates that learning is most effective when it incorporates direct, hands-on experiences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    12 views13 pages

    The Cone of Experience

    Uploaded by

    Pen Tura
    The document describes Cortel's "Cone of Experience", which ranks educational tools based on their ability to provide direct, participatory experiences. At the top of the cone are direct experiences that use all the senses, followed by contrived experiences like models. Further down are dramatized experiences like role plays, then demonstrations, study trips, exhibits, and audiovisual tools like television and films. Near the bottom are still pictures, recordings, and symbols like charts and written words, which provide more abstract and less participatory experiences. The cone illustrates that learning is most effective when it incorporates direct, hands-on experiences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    of 13

    THE CONE OF EXPERIENCE

    -Cortel, Rosemarie

    DIRECT 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
    Example:

    > Planetarium- is a
    representation of the
    planets and their relative
    sizes and distance from each
    other.

    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)
    Example:
    Pageants, Tableau

    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 Reenactment

    EXHIBITS

    Something seen by a
    spectator
    Two types
    Ready made
    Museum
    Career fair
    Home-made
    Classroom project
    National History Day
    competition

    TELEVISION AND MOTION


    PICTURES
    TELEVISION

    MOTION PICTURE

    Bring immediate interaction with events from


    around the world

    Edit an event to create clearer understanding than if


    experienced actual event first hand

    Example:

    TV coverage

    of 9/11

    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

    STILL PICTURES, RECORDINGS,


    RADIO

    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
    Listening to period music

    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
    Diagrams
    charts

    VERBAL SYMBOLS
    Two

    types
    Written words more abstract
    Spoken words less abstract
    Examples:
    Discussion
    Explanation/lecture

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