BASILISCO, JALEFAYE PROFESSOR: DR.

GILDA MEMBRILLOS

II. A.

1. Discuss the nature and characteristics of the “Cone of Experience”

It is a visual representation of the types of experiences human beings

encounter as they prepare to synthesize the knowledge and convert it to
understanding. Dale mentioned that humans can encounter different types of
experiences. Each level of experience results in a different level of
effectiveness as it relies on the process of knowledge. He has divided his
model into three major categories; most abstract to the least abstract, as it
travels down from the top to bottom. According to Dale, the arrangement in
the cone is based on abstraction and on the quantity of senses involved. The
experiences in each stage can be mixed and are interrelated that brings up
more meaningful learning. Essentially, the Cone shows the progression of
experiences from the most concrete (at the bottom of the cone) to the most
abstract (at the top of the cone). When Dale researched learning and teaching
methods he found that much of what we found to be true of direct and indirect
(and of concrete and abstract) experience could be summarized in a pyramid
or ‘pictorial device’. He stated that the cone was not offered as a perfect or
mechanically flawless picture to be taken absolutely literally. It was merely
designed as a visual aid to help explain the interrelationships of the various
types of audio-visual materials, as well as their individual ‘positions’ in the
learning process. It is important to note that Dale never intended the Cone to
depict a value judgment of experiences; in other words, his argument was not
that more concrete experiences were better than more abstract ones. Dale
believed that any and all of the approaches could and should be used,
depending on the needs of the learner. The cone charts the average
information retention rate for various methods of teaching. The further you
progress down the cone, the greater the learning and the more information is
likely to be retained. It also suggests that when choosing an instructional
 method it is important to remember that involving students in the process
strengthens knowledge retention. It reveals that “action-learning” techniques
result in up to 90% retention. People learn best when they use perceptual
learning styles. Perceptual learning styles are sensory based. The more
sensory channels possible in interacting with a resource, the better chance
that many students can learn from it (Diamond, 1989).1 According to Dale
(1969),2 instructors should design instructional activities that build upon more
real-life experiences. Dale’s Cone of Experience is a tool to help instructors
make decisions about resources and activities.

2. Illustrate the percentage retention of learning using “ Dale Cone of

Experience”

3. Can we concentrate on abstract and symbolic experience and consider

the getting of direct concrete experience as something to be cone in
childhood?

No. The Cone does not demonstrate which is the best method of
learning or which should be concentrated more nor does it entail that direct
experiences should be restricted to childhood alone. One can conclude that
many different kinds of instruction should be used in the classroom. Since no
 single method is superior to another, instructors must analyze the audience as
well as the content. Some content may fit into one teaching method, while
other content may be better suited to another method. The use of audio-visual
materials in teaching does not depend primarily upon reading to convey their
meaning. It is based upon the principle that all teaching can be greatly
improved by the use of such materials because they can help make the
learning experience memorable we do not mean that sensory materials must
be introduced into every teaching situation. Mathematics is a subject of
abstract concepts and can be learnt better through verbal and visual symbols,
contrived and virtual experiences. It may not be possible to give direct
experiences for pupil in subjects like mathematics and statistics. Verbal and
visual experiences are suitable only for Language learning. Experiences are
meant to be experienced not to be evaluated nor compared among them.

4. Are there some disagreements you would like to make about the
sequence of the bands on Cone? How would you revise this device?
Why?

No. Basically because the sequence of the Cone has always been
misinterpreted as that all teaching and learning must move systematically
from base to pinnacle. But emphatically no.  As we have noted, young
children use many simple abstractions-verbal symbols.  Before entering
school, they have mastered the meanings of at least 2500 words, or verbal
symbols, each one of which is an abstraction.  The fact that something is an
abstraction does not necessarily make it difficult to understand.  Actually,
there are wide variations in degree of difficulty. The Cone of Experience
stands for activities that are available, in varying degrees, to learners in all
age groups. Experiences are purely individualized, with the same kind of
experience one’s perception may be differ from others. One can learn better
than other, some pupil can learn better with the direct experiences and others
can learn easily with virtual experience, some through contrived, one
dimensional and two dimensional aids. It is true that the older a person is, the
more abstract his concepts are likely to be. We can explain this
developmental change by a greater physical maturation, greater opportunity
 for vivid experiences, and (in certain circumstances) greater motivation for
learning. But an older student does not live exclusively in the world of his
abstract concepts, just as a child does not live only through the impressions
his senses give him. The shuttling process, in fact, continues not only through
the learning of a particular concept, but throughout all life. And this interaction
is an indication of the nature and complexity of concepts themselves.
Instructional materials at all levels of the Cone can help us to extend the web
of relationships that our concepts involve. Even the most advanced student,
therefore, can deepen his understanding of concepts and his enjoyment of life
by participating in experiences all along our Cone. The Cone of Experience
stands for activities that are available, in varying degrees, to learners in all
age groups.

We conclude, then, that the Cone of Experience is visual model, a

pictorial device that may help you to think critically about the ways in which
concepts are developed. Indeed, you may now be able to apply your ideas
about the relationships of interesting, meaningful experiences and abstract,
highly symbolic representations. The Cone should be considered as a
continuum rather than a hierarchy. Learning occurs through all of the
experiences present in the Cone, and all experiences may be appropriate at
different stages in the learning process or for different audiences. For
example, research shows that children from low socio-economic backgrounds
learn best through direct instruction, or lecture, rather than through some of
the “more influential” experiences found farther down on the Cone (Lalley and
Miller 2007).

B.

1. Discuss what constitutes direct, purposeful experience.

Direct, purposeful experiences are our concrete and firsthand experiences

that make up the foundation of our learning. These are rich experiences that
our senses bring from which we construct the ideas, the concepts, the
 generalizations that give meaning and order to our lives. (Dale 1969). Direct
Purposeful Experience: The Base of the Step Learning Experiences Model
represents direct reality itself as we experience it at first hand. It is the rich full
bodied experience that is the base of education. It is the purposeful
experience that is seen, handled, tasted, felt, touched, and smelled. It is the
experience of life and we get it by living. Some of our richest, most vivid sense
impressions are those which involve our feelings and perceptions in an eager
exploration of the world. Making a piece of wood work, tying a knot, preparing
a meal, riding bicycle, driving car and the like.

2. What is the role of purposeful, direct experience in education and in one’s

own life?

In teaching and learning process, it implies that we must give our

students opportunities to learn by doing, make use of real thing as an
instructional materials as much as possible, we must help our students
develop their five senses to the full to heighten their sensitivity to the world,
guide our student draw meaning from the first hand experiences and elevate
their level of thinking and lastly we must not be tempted to get stuck to the
concrete and fail to bring up our students to the higher level of thinking
process. This experience boost active participation among students, students
become more creative and even promotes increased retention. In our own
lives, “Experience is the best teacher” is an old cliché but I agree with that.
Although some people think that best way to learn about life is by listening to
our elders and friends, I believe that people learn the best by their
experiences. Learning by our own experiences is long lasting and provides
better learning. Most of all, learning by our own experiences help people to
become more mature and ready to tackle difficulties of life. We learn through
our own experiences are long lasting. We remember those lessons for long
time and always remember not to repeat them again. On the other hand, if we
learn from our friends and families, we forgot those things pretty quickly. As
we don’t go through that process ourselves, we overlook their advices and
suggestions. But, when we go through the obstacles and hurdles ourselves,
we experience whole process. These hands on experiences help us to
remember our journey and keep us alert for long time.
 Second of all, In addition to extended impact, learning by experiences is
most informative and understandable. When we realize something ourselves,
we understand them more and research more. These experiments and
inferences help us to master that subject. Consider, for example, chemistry is
very tough subject but when we practice same formulas again and again, we
learn more. Same things apply to the experiences of life.

Finally, our experiences about own life help us to mature. When we are in
teenagers, we learn to make friends. When we a university students, we learn
how to build our carrier. Same way, when we get married, we learn how to
take the responsibly of family. Learning is a lifetime process. We must learn
some thing from our life to make our future better and ready to take care of
hardships our lives.

3. Do you think the word “purposeful” to be superfluous when talking of

direct , purposeful experience? When you have a direct experience, isn’t
some purposes always served? Why or why not?

No it is not superfluous. Direct experiences are purposeful because they

are not purely mechanical. They are not a matter of going through the motion.
These are not ' mere sensory excitation". They are experiences that are
internalized in the sense that these experiences involve the asking of questions
that have significance in the life of the person undergoing the direct
experience. Direct experiences lead us to concept formation and abstraction.
we should not end our lessons knowing only concrete.

In other words, these experiences are not just plain experiences. These
go beyond to our level of development. We go beyond the concrete by
reaching the level of abstract concepts. Direct experiences are firsthand
experiences that serve as the foundation of learning. Through that we are
about to figure out how it is beneficial to human kind and give as a lesson to
learn from those testimonies on how to stand on ourselves and learn more
when you are in the real scenario. We find this experience leads not just to
direct knowledge of the other, but also knowledge of the self as seen through
the eyes of the other - what we call “reflected knowledge”. Reflected and
 direct knowledge, in turn, affect trust through identification, adaptation, and
reduced misunderstandings

State the limitations of firsthand experience.

There are downsides to this one. Often demonstrations will give

students the main idea of how something works, but place less emphasis on
detail. For students hoping to attain the highest grades, they may need to
read up on their subject to develop a deeper understanding of it. Students
may feel after learning the basics they don't need to do any more study, which
could impact negatively on their grades. Some things simply can't be taught
using hands-on experience. For example, complex algebra - the best way to
teach this is in lecture based classes, as there are few practical
demonstrations that can be done to help students understand it. Other topics
may be hard to cover because of high costs - like space rockets; very few
schools are able to go and visit a space center. This could increase the
apartheid between state and private schools, as private schools are more
likely to be able to afford expensive visits and equipment, which
disadvantages students who are less well off. There is no doubt that actively
involving students will enhance their education. However, hands-on learning
would be more effective if it was combined with traditional learning from
books. Although it is very good at providing a foundation for knowledge and
understanding, in some cases it fails to develop ideas to a higher level.

Part III of PRELIM EXAM

1. Give and explain an examples of learning not based upon perceptual

experience

Perception and action are a cycle: People act in order to learn about their
surroundings, and they use what they learn to guide their actions. From this
perspective, the critical defining features of perception include the exploratory
actions of the perceiver and the knowledge of the events, animate and
inanimate objects, and surrounding environment gained while engaged in
looking, listening, touching, walking, and other forms of direct observation.
Perception often results in learning information that is directly relevant to the
goals at hand, but sometimes it results in learning that is incidental to one's
immediate goals. The brain is able to adapt rapidly and continually to the
surrounding environment, becoming increasingly sensitive to important and
frequently encountered stimuli. It is often claimed that this adaptive learning is
highly task-specific, that is, we become more sensitive to the critical signals in
the tasks we attend to. Here, we show a new type of perceptual learning,
which occurs without attention, without awareness and without any task
relevance. Subjects were repeatedly presented with a background motion
signal so weak that its direction was not visible; the invisible motion was an
irrelevant background to the central task that engaged the subject's attention.
Despite being below the threshold of visibility and being irrelevant to the
central task, the repetitive exposure improved performance specifically for the
direction of the exposed motion when tested in a subsequent supra threshold
test. These results suggest that a frequently presented feature sensitizes the
visual system merely owing to its frequency, not its relevance or salience.

2. Is there any limit to the growth of a concept?

Concepts are ideas. Ideas need space, they need to be offered time and
energy. They can be the needy child, they can a fully functioning adult right
out of the gates or they can be the unruly teenager.

Concepts need a healthy environment to grow, they should be added to,

prodded and poked, have things stripped away and improved over time. It’s
hard at times to let that beautiful gem of an idea out of your sight and let
others influence it. There’s no limit to that. It’s dynamic.

3. What is the connection between creative education and perceptual

experiencing

The perception and creativity are related with the area of knowledge.
Perception, explores the area of observing, and developing what we know
and how we see the world, and creativity is about going deeper in
imagination, being spontaneous and inventing things. Therefore we can say
that one affects the other point of view. Highly creative people are always
open to new perceptions in life. Perception is a fundamental trait of
the creative mind. It enables us to interpret ideas differently to others, offering
insight into fresh perspectives and possibilities. You might have noticed how
we referred to 'the creative mind', as opposed to sight or hearing (or any of
the other senses, for that matter) Perception is a fundamental trait of
the creative mind. It enables us to interpret ideas differently to others, offering
insight into fresh perspectives and possibilities. You might have noticed how
we referred to 'the creative mind', as opposed to sight or hearing (or any of
the other senses, for that matter). Creative teaching is greatly affected by
perceptual experience. It opens new doors, perspectives and horizons of
learning.

4. Discuss the relative efficiency of visual and word imagery for

students of different abilities
Visual and word Images are the simplest and the most effective way to make
sure that the information gets stored as a long-term memory. As per Dr. Lynell
Burmark, an education consultant, our short term memory processes words
and can only retain about seven bits of information. Whereas, images are
directly processed by our long-term memory, where they get indelibly etched.
Visuals help learners grasp concepts easily by stimulating imagination and
affecting their cognitive capabilities. Besides, the visual language is also
known to have the potential to stretch ‘human bandwidth’ – which comprises
absorbing, comprehending and analyzing new information which applies to
students of different abilities. Visual and word imagery arouse the interest of
learners and help the teachers to explain the concepts easily.  These are
used in the classroom to encourage teaching learning process. They demand
to the mind through the visual auditory senses. Visual imagery as a factor
relating to spelling performance and retention was compared with auditory
and kinesthetic factors among upper elementary students. When pretreatment
achievement differences were controlled, significant effects of treatment on
both spelling performance and retention were obtained. A posteriori pairwise
comparison of adjusted means revealed that visual imagery was superior to
auditory for both spelling performance and retention. The results support the
hypothesis that visual imagery is an important factor in spelling performance
and retention, particularly when coupled with appropriate imagery suggestions
that serve as visual memory locations for the visual code. This is one concrete
example of its importance.

5. Is verbalism likely to be greater in rural than in urban areas? Justify

your answer.

Those who prefer verbal learning will be particularly talented from an early
age when it comes to reading and writing. Verbal learners will be able to
express themselves, their problems, and solutions to problems through
words. Oftentimes, also, they will have particularly good memories, as
verbal learning involves taking in a lot of information in short periods of
time and retaining it. Individuals who prefer verbal learning usually also
have a fascination with the arts, music and lyrics, legal documents, old-
world writings, politics, screenplay and novels. These kinds of learners will
also enjoy using language creatively, through fiction and poetry and even
through contemporary art in some cases. Verbal learners often learn
numerous other languages in an effort to increase their knowledge, their
wisdom, and their ability to use words to communicate with a larger
audience during their lifetime.

6. Distinguish audio visual materials from audiovisual education

Audiovisual education or multimedia-based education (MBE) is
instruction where particular attention is paid to the audio and visual
presentation of the material with the goal of improving comprehension and
retention while according to the Webster dictionary, audio-visual aids is
defined as "training or educational materials directed at both the senses of
hearing and the sense of sight, films, recordings, photographs, etc. used in
classroom instructions, library collections or the likes". The goal of audio-
visual aids is to enhance teacher's ability to present the lesson in simple,
effective and easy to understand for the students. Audiovisual material
make learning more permanent since students use more than one sense.
It is important to create awareness for the state and federal ministry of
education as policy makers in secondary schools of the need to inculcate
audiovisual resource as main teaching pedagogy in curricula. The
outcome is to promote the audiovisual material in secondary schools
because they lack the resource to produce them. The visual instruction
makes abstract ideas more concrete to the learners. This is to provide a
basis for schools to understand the important roles in encouraging and
supporting the use of audiovisual resource. In addition, studies have
 shown that there is significant difference between the use and non-use of
audiovisual material in teaching and learning. Audiovisual education on the
other had, is instruction where particular attention is paid to the audio and
visual presentation of the material with the goal of improving
comprehension and retention.
In other words, audio visual education is a form of instruction while
audio visual materials are tools used to relay these instructions.

List down the available visual aids/ materials in your school. Classify
them accordingly.

Projected Aids: Non-Projected Aids:

Hardware Graphic Aids

OHP Charts

Film Projector
Posters/ Flashcards
LCD Projector
3-Dimentional Aids
Software

Specimen
Film stripes

Models
Transparencies

Slides Display Boards

CDs Black board/white board

DVDs Print materials

Pamphlets and Leaflets

Audiovisual Aids
Tape recorder