Edgar Dale (April 27, 1900 in Benson, Minnesota, – March 8, 1985 in Columbus, Ohio) was an

American educator who developed the Cone of Experience. He made several contributions to
audio and visual instruction, including a methodology for analyzing the content of motion
pictures.
Early career

Edgar Dale was born on April 27, 1900 in Benson, Minnesota. He received a B.A. and M.A. from
the University of North Dakota and a Ph.D from the University of Chicago.[1] His doctoral thesis
was titled "Factual Basis for Curriculum Revision in Arithmetic with Special Reference to
Children's Understanding of Business Terms."[2] and is precursor for his later work with
vocabulary and readability.

From 1921 to 1924, Dale was a teacher and the superintendent of schools in Webster, North
Dakota. In 1924, he became a teacher at junior high school in Winnetka, Illinois, where he
stayed until 1926.In 1928, Dale's interest in film led to a position with Eastman Kodak as a
member of the editorial staff of Eastman Teaching Films in Rochester, New York for one year.[3]

In 1929, Dale left Kodak to become a professor at Ohio State University.[4]Dale remained a
professor at OSU until his retirement in 1970.[5]

In 1933, Dale wrote a paper on how to effectively create a high school film appreciation class.
This paper has been noted for having a very different view of adolescent interaction with films
than that taken by the Film Control Boards of the time.[6]

Dale died March 8, 1985 in Columbus, Ohio.

Dale’s Cone of Experience is a model that incorporates several theories related to instructional
design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more
information by what they “do” as opposed to what is “heard”, “read” or “observed”. His
research led to the development of the Cone of Experience. Today, this “learning by doing” has
become known as “experiential learning” or “action learning”. The cone is diagramed and
explained in the next sections.

The Edgar Dale Cone of Experience summarizes how learners retain information. A person
remembers 10% of what they read, 20% of what they heard, 30% of what they seen and 50% of
what is seen and heard.

MODEL
A model is a representation of an idea, object, event, process or system (see below for examples of types of models ).

Models and modelling play a crucial role in science practice. One justification for their inclusion in science teaching is that

they contribute to an ‘authentic’ science education, where teaching reflects the nature of science as much as possible.

Learning challenges when using models

Models are human inventions, based on an incomplete understanding of how nature works. Models concentrate attention
on specific aspects by using something that is familiar as a simile to explain or describe something that is not familiar.
Consequently, most models are limited or ‘wrong’ in some key aspect. This can create learning problems if students take a

different meaning from the model than that intended by the teacher. For example students may:

● learn the model rather than the concept it is meant to illustrate

● fail to distinguish between a mental image and a ‘concrete’ model
● lack the necessary visual imagery to understand the model
● lack awareness of the boundary between the model and the reality the model is representing
● mix up aspects of two or more different models
● miss some key attributes and so misunderstand the purpose of the model
● continue to use the least sophisticated of a range of models, even when they have been introduced to more
advanced models
● find it difficult to apply the model in different contexts.

How to overcome learning challenges

Overcoming such learning challenges requires careful teaching that focuses quite consciously on the model as an idea,
object, event, process or system. A new model could be introduced in a sequence such as this:

1. Introduce the idea that the model is intended to show and find out what ideas students already have about that
event or pattern.
2. Carry out the modelling activity.
3. During the activity, or at the end if more appropriate, talk about how the model/modelling activity is ‘like’ what
would really be happening and how it is ‘different’.
4. The analysis of the model could also include a discussion of how the model shapes a particular view of ‘reality’.
Such an analysis would focus on:
○ identification of the positive features of the model (what is deliberately chosen to represent
'reality')
○ identification of the negative features of the model (what is deliberately excluded)
○ identification of the neutral features (what is ignored or not commented on).
5. Return to the ‘big idea’ at the end and let the students explain to you the sense they have made of the activity.
Older students could analyse the model for themselves after some practice runs and their comparisons could be
used to assess their new learning. Students may continue to need help do this for every new model used.

From mental model to expressed model

Mental models are used to describe and explain phenomena that cannot be experienced directly. Scientists use mental
models to think through abstract ideas and theories.

Mental models become expressed models when they enter the public domain through action, speech, and writing. They are
often represented as analogies and metaphors.

Examples of this process are:

 Structure of the benzene molecule

The ring structure of the benzene molecule

August Kekule was puzzled by benzene, a 6-carbon molecule. There are many stories of his famous dream where he saw

dancing snakes biting their own tails, and realized the benzene molecule could be seen as a ring structure rather than a
straight chain. This was his mental model.

The expressed model he made as a result of his ‘dream’ helped others understand how the atoms could fit together.

The composition of atoms

When John Dalton started thinking about atoms he thought of them as if they were bowls or balls – this was his mental
model.

His experiments in 1802 supported the theory that matter was made of particles and he pictured them as small billiard balls.
Using this model he was able to show how each element could be represented as being made up of the same kinds of atoms,

and that compounds could be explained as being made up of atoms in specific ratios – this was his expressed model.

The ‘plum pudding’ model of atom composition

J.J. Thomson studied atomic theory and cathode rays, and postulated the existence of small negative particles we now call
electrons. He realised that the ‘billiard ball’ model where atoms had the same composition throughout didn’t explain the
existence of electrons. His expressed model showed atoms having negative electrons dotted throughout the positive atom

like plums in a pudding.

Types of expressed models

Expressed models used in science communication and teaching include: two-dimensional models, such as those found in
textbook diagrams; three-dimensional models such as scaled miniatures (a smaller version of large structures); scaled

enlargements (an enlarged view of something too small to be seen); and working models. For example:

Leonardo da Vinci’s “Vitruvian man”: A two-dimensional anatomical model

● Leonardo da Vinci created many wonderful anatomical drawings (two-dimensional models) and these helped
further medical understanding.
● The internal structure of the Earth at Te Papa Tongarewa’s Awesome Forces exhibit is a scaled miniature. The
model shows the layers of the Earth’s interior in what we believe to be their correct proportions.
● The structure of a cell can be represented as a scaled enlargement.

Digital models

Digital models include animated models and simulations. Simulations allow students to simulate a situation, such as making

choices about land use. Animated models may also allow students to control variables to see what impact each variable has.

Digital models intended for learning are called learning objects. Teachers can find a wide variety of learning objects suitable
for use with New Zealand students of all ages available in Australia's Scootle. These objects were previously available in

Digistore/Te Pataka Matahiko. They include animated models of science concepts such as cell division and tectonic plate
movement, through to simulations of decisions about land use and factors which influence the UV index.
MOCK UPS
It is an arrangement of real device or associated devices displayed in such a way that representation of reality is
created. Also it is a special model where the parts of a model are singled out, heightened and magnificent in
order to focus on that part of the process under the study.

In the broader design context: Mockup is a scale model of a product, used for demonstrating
and testing a design. For interaction design, the objectives are the same, but the mock-up is not
‘scaled’ since it needs to look as realistically as possible.
Mock-ups can be made by the instructor, as well as purchased commercially.
SPECIMEN
TEACHER'S REASONS FOR USING LIVE SPECIMENS IN THE CLASSROOM

Live specimens in the classroom add more than ambiance to the room
filled with students. Live specimens draw the interest of the students in a
way textbooks, online presentations and even videos and movies do not. A
teacher can take advantage of having live specimens in her classroom, like
animals, pets or green plants, to promote hands-on learning activities.
1.Shadow puppets- this type of puppets make use of translucent screen( rear-
view screen) and a light source for its effective use.
2. Rod puppets -they are flat cut out figures tacked t a stick, with one or more
movable parts and operated from below the stage level by wire rods or slender sticks.

3. Hand puppets -this type of puppets is made to slip over the hand like a glove.
The puppets head is operated by the forefinger of the puppeteer, the little finger and thumb
being used to animate the puppet hands.

4. Glove and finger puppets. - they make use of old gloves to which small
costumed figure are attached.
5. Marionettes - these are generally constructed of woods with articulating joints
that replicate those of human beings.

advantages:

● They boost active participating among students.

 ● Getting attentions.

● Fascination of the inanimate objects

● Enjoyable and spontaneous learning experiences.

● Students become more creative.

limitations:

● Time consuming .

● It is expensive.

● Demands extra efforts.

● It can compete with the teacher.

Drawing

Drawing has creative, expressive and educational value; it remains fundamental to

translating and analysing the world
Drawing is so important for children. From drawing a stick figure to putting
splashes of color from the paint on their fingers, it’s something they enjoy
thoroughly and that should always be encouraged.

So what does this mean? This means that your child should be drawing for many
reasons.

● It increases their imagination. Imagination is SUCH a key part of a child’s

growth- when they are imagining, they are able to form their own scenarios
and play pretend, thus becoming more independent and advanced. We
should all encourage imagination because it is a show of freedom of
expression and creativity, two major components any child should be able
to have.
● It is an amazing way of displaying emotion. Nowadays, it is far too often
that people feel that they have to hide from their emotions, or do not know
ways to spend their time. Drawing is a hobby and passion that can be a
positive outlet. The colors they use and the things they draw are a great
way for kids to show how they feel, and also make it easier later in life to
express their feelings.
 ● Their cognitive processes increase. Cognition means acquiring knowledge
and understanding through thought, experience, and the senses. Drawing
means they are constantly thinking or feeling something, so what they
choose to draw, the patterns they use, and the story they try to portray
helps them build in their knowledge and visual skills.
● Their fine motor and coordination skills increase as well. They will get to
practice how to properly hold a pencil and/or crayons, and how to color in
small closed areas. This is very important because holding a pencil
correctly is a big step of later things they learn in life, and it affects
handwriting as well.
● They will embrace creativity and confidence. Giving your child the freedom
to draw means that they can create anything they want. What they draw
allows you to see what’s going on in their mind, and also lets them grow in
their uniqueness and originality. You should always show happiness or ask
questions about what they drew so that they feel good about their work and
are more confident about themselves.

Cartoon

A cartoon is a simple drawing of the things

we see around us in an entertaining way with lots of lively colours in it or a
cartoon is a lm, movie or a small video with animation in it. Cartoons are mainly
meant for kids. They are usually printed in newspapers, comic books and
magazines or they are broadcasted on the television. Cartoons were previously
meant for the purpose of entertainment only. But these days’ cartoons are being
extensively used for other purposes as well. Cartoons are now being used for
education and spreading awareness amongst the people in addition to fun and
entertainment.

Comic Strip

Is a sequence of drawings in boxes that tell an amusing story, typically printed in a

newspaper or comic book.

The reason behind the efficacy of comic strips as a teaching tool is that
it engages students of different learning styles and engaging multiple
senses at once. Comic strips help students practice essential skills like
reading, understanding visual concepts, understanding context clues,
speaking, and ultimately, communicating complex ideas in the span of
3-4 panels. It also evokes thought about provocative issues and can
help students understand highly complicated matters in a condensed
and succinct form.

Diagram
Drawing that illustrates or visually explains a thing or idea by outlining its component parts
and the relationships among them.

Collection of points whose coordinates satisfy a given condition or relation as in a

mathematical function.

Affinity Diagram
An affinity diagram is the organized output from a brainstorming session. Use it
to generate, organize, and consolidate information related to a product, process,
complex issue, or problem.

Tree Diagram

A Tree Diagram is a chart that begins with one central item and then branches into
more and keeps branching until the line of inquiry begun with the central item is
exhausted. The tree diagram, with its branching steps, motivates you to move from the
general to the specific in a systematic way.
Fishbone Diagram
A fishbone diagram, also called a cause and effect diagram or Ishikawa
diagram, is a visualization tool for categorizing the potential causes of a problem
in order to identify its root causes.

Chart
A chart is a graphical representation of data, in which "the data is represented by symbols, such as
bars in a bar chart, lines in a line chart, or slices in a pie chart". A chart can represent tabular numeric
data, functions or some kinds of qualitative structure and provides different info.

Time chart
is a chart showing the standard times in various parts of the world with reference to a specified
time at a specified place.

Tree chart or stream charts

Tree chart or stream charts. Tree charts are used to show the development or growth of
something in the shape of a tree or stream.