EDGAR DALE’S

CONE OF
EXPERIENCE
BY: Elmarie Joy N. Gante
Benz Bj Badayos
Lesson
Outcomes
1. Familiarized with Dale’s Cone of Experience and
provided classromm processes or practices that
exemplify each strata of the cone of experienc.

2. Provided examples of the various instructional

materials appropriate for given instructional contexts.
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

In preparing to become a teacher, there are elements

that should be taken into consideration. One way of
putting it is the 8M’s of teaching and each element
contributes to ensuring effective instruction.
The Eight M’s of
Teaching
1. Milieu - the learning environment
2. Matter - the content of learning
3. Method - teaching and learning activities
4. Material - the resources of learning
5. Media - communication system
6. Motivation - arousing and sustaining interest in learning
7. Mastery - internalization of learning
8. Measurement - evidence that learning took place
With reference to the 8 M's of instruction, one element is
media. Another is material. These two M's (media, material)
are actually the elements of the Cone of Experience. Edgar
Dale's Cone of Experience relates well with various
instructional
media which form part of the system's approach to
instruction.
The Bands in Dale's Cone of
Experience
Direct purposeful experiences - These refer to
foundation of experiencing learning. Using the senses, meaningful
knowledge and understanding are established. This is experiential
learning where one learns by doing.

Contrived experiences - It is in this category that

representations such as models, miniatures, or mock ups are used.
There are things or events that may be beyond the learners grasp
and so contrived experiences can provide a
substitute.
Dramatized experiences - These are commonly used as activities that allows
students to actively participate in a reconstructed experience through role playing or
dramatization.

Demonstrations- When one decides to show how things are done, a

demonstration is the most appropriate experience. It is an actual execution of a
procedure or a process. A demonstration of how to bake a cake or how to execute the
dance step is an appropriate way of making the learning experience meaningful.

Study trips – These are actual visits to certain locations to observe asituation or a
case which may not be available inside the classroom.

Exhibits - These are displays of models such as pictures, 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 exhibit becomes more engaging and fun.
Television and motion pictures - These technology equipment provide a two-
dimensional reconstruction of a reality. These allow learners to experience
the situation being communicated through the mediated tools. They provide a feeling of
realism as viewers try to understand the message portrayed by actors in the films.

Still pictures, Recordings, Radio - Still are pictures or images. Together in this
category are the audio-recorded materials or information broadcast through
the radio.

Visual symbols - These are more abstract representations of the concept or the
information. Examples of these are information presented through a graph or a chart. For
example, a process can be presented using a flow chart.

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.
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 - a series of symbols

With young learners, it is highly recommended that a learner proceed

from the
ENACTIVE to ICONIC and lastly to the SYMBOLIC. 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 to direct his own learning, it may move fluidly across
the cone of experience
Thank you for listening
:)