MARIANO MARCOS STATE

College UNIVERSITY
of Teacher Education
JUAN, CLAIRE ASHLEY
BSNED II-A
EDUC 156: ACTIVITY

1. What is Dale’s Cone of Experience? TPACK Model? ASSURE Model?

 Dale’s Cone of Experience
o In 1946, Edgar Dale proposed the idea of Cone of
Experience. It is a visual representation of the types of
experiences human beings encounter as they prepare
to synthesize knowledge and convert it to
understanding. Dale contends that there are many
different types of experiences that human can
encounter and each level of experience results in a
different level of effectiveness as it relates to the
processing of knowledge.

 TPACK Model
o TPACK stands for Technology, Pedagogical
and Content Knowledge. This is the knowledge
teachers used to teach technology enhanced
lessons. It is the understanding of how tools
can enhance your teaching and support student
learning more deeply and effectively. Heart of
innovative teaching.
o This is a model that helps teachers consider
where their strengths and weaknesses lie in
their knowledge of content, pedagogy, and
technology and how these areas work together for innovative teaching and
learning.

 ASSURE Model
o The ASSURE Model is an instructional system or guideline that teachers can use
to develop lesson plans which integrate the use of technology and media
(Smaldino, Lowther, and Russell, 2008). It places the focus on learner and the
overall outcome of accomplishing learning objectives.
o Teachers prefer the ASSURE Model because is designed to be used for a few
hours of instruction and for each individual student.
o ASSURE stands for:
 A – Analyse learners
 S – State objectives
 S – Select methods, media, and materials
 U – Utilize methods, media, and materials
 R - Require learner participation
 E – Evaluate and revise

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 MARIANO MARCOS STATE
College UNIVERSITY
of Teacher Education

2. What is the purpose of Dale’s Cone of Experience? TPACK model? ASSURE model?
 Dale’s Cone of Experience
o The Cone of Experience helps educators understand what types of activities are
not only appropriate for the situation but also what types of activities will result in
maximizing student learning.
o It is especially pertinent to distance education. The nature of distance education
dictates that instructors must find ways to develop activities that maximize the
retention of information as students learn.
o The Cone of Experience allows instructions to develop activities that address the
least abstract and most active areas of the cone of experience.

 TPACK Model
o It serves as framework that help teachers consider how their knowledge domains
intersect in order to effectively teach and engage students with technology. It’s an
approach that looks at the combination of what teachers know, how they teach and
the role of technology in order to better impact student learning.
o TPACK will help teachers remember to start with the content and pedagogy and
then layer in technology.

 ASSURE Model
o The peculiar feature of this model is that it is focused on planning and conducting
instruction that incorporates media. Its main perspective is one how to integrate
media into instruction in a method capable of producing the desired learning
outcomes.
o The ASSURE model gives new teachers a general roadmap to follow to help them
think more like expert teachers.

3. What are the three categories of experiences according to Dale? Differentiate each.
 Three Categories of Experiences:
o Symbolic Learning – this includes verbal and visual symbolism. In layman’s
terms this level of experience involves reading, seeing, and hearing information.
This category is the most abstract and is also the level on which the learner is the
most passive. While,
o Iconic Learning – experience focused on observing. This category focuses on
activities such as seeing pictures and hearing recordings of historical events,
seeing motion pictures, seeing of exhibits and seeing demonstrations. As one
moves to this category we both become less abstract and more active in our
learning. And lastly,

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 MARIANO MARCOS STATE
College UNIVERSITY
of Teacher Education
o Enactive Learning – final category is that of doing. This includes experiences such
as exhibits, field trips, demonstrations, dramatized experiences, contrived
experiences, direct, purposeful experiences. It is putting learning into practice and
actually teaching others. This category is the most active category of learning as
well as the least abstract.

4. How does TPACK model work?

 All the components of TPACK (Technological, Pedagogical and Content Knowledge)
work together for an effective innovative teaching and learning.
 For TPACK to work we consider three domains;
I. Content Knowledge (CK) – it is your understanding and expertise of the subject
area you teach. This includes facts and concepts related to the content area,
theoretical framework of the content area, analogies and procedures that were
used within this particular discipline or subject content area.
II. Pedagogical Knowledge (PK) – Knowledge about how to teach. It is your expert
knowledge of the art and science of teaching. PK includes planning lessons and
implementation strategies as well as establishing class rules, grouping students,
setting up class routines, using discipline techniques and teaching strategies.
o Pedagogical Content Knowledge (PCK) – Teachers make those
connections between what to teach (CK) and the best way to teach their
daily planning and implementation of lessons (PK).
III. Technological Knowledge (TK) – it is your knowledge about the tools including
how to select, use and integrate technology into your curriculum.
o Technological Content Knowledge (TCK) – refers to how technology is
used in a subject area for deep and lasting learning.
o Technological Pedagogical Knowledge (TPK) – it is your understanding
of how to choose and manage technology for your students.

5. What are the steps to follow in assure model/ explain each.

 Analyse the learners – as part of analysing your learners you must identify your audience.
The audience can be analysed in terms of their general characteristics (grade level, age,
sex, mental, emotional, physical or social problems, socio-economic status etc.) with
specific entry competencies (prior knowledge, skills, and attitudes about the topic), and
learning styles (visual, musical, verbal, logical, etc.).
 State Objectives – the state objectives are statements describing what the learner will do
as a result of instruction. In other words, objectives are the learning outcomes, that is,
what will the students will learn from the lesson. The objectives use should be as specific
as possible so the learner understands what they are to accomplish.
 Select methods, media, and materials – select the appropriate method for the given
learning task, select available materials, modify existing materials, or design new
materials to help accomplish this task (Smaldino, Lowther, and Russel, 2012).

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 MARIANO MARCOS STATE
College UNIVERSITY
of Teacher Education
 Utilize methods, media, and materials – this step is where you develop your plan for
implementing your media and materials. For each type of media or materials, the teacher
selects and describe in how they are going to implement the media into lesson to help
learners meet the lesson’s objective.
 Require learner participation – it requires teachers to describe how they are going to get
each learner actively and individually involved in the lesson. Whatever the teaching
strategy, be sure to incorporate questions and answers, discussions, group work, hands-on
activities and other ways of getting students actively involved in the learning content.
 Evaluate and revise – the evaluation should be matched to the objective. The teachers
evaluate the instruction process from start to finish using the objectives they created in the
beginning. It is helpful to reflect on your objections, the instructional strategy, the
instructional materials, and the assessment. By evaluating the learners against the
objectives it can be determined if the lesson was effective and whether any step needs to
be modify or re-examined.

6. What is/are the educational implications of these models? Give concrete examples for
each.
 Dale’s Cone of Experience
o Dale’s cone of experience provides teaching and learning models that allows
teachers to understand how to increase the retention rate of learners by involving
the learner. Dale’s argument is that as one travels down the cone of experience,
learning activities become more effective and learners remember more as the
experiences become less abstract.
o Example: In teaching a grade schooler about the different kinds of animals, first
they learn through pictures (flash cards), then the teacher can show them videos.
After that, the teacher can arrange a field trip to the zoo to let the leaners
experience or see real animals.

 TPACK Model
o TPACK model is an essential part of the education system today as it incorporates
the growing demand on the use of technology in the classroom as well as
continuing the focus on the content and how we teach it. Therefore it sets up
education for the future as well as setting up the students for their future.
o Example: When learning about mitosis, the teacher wants to teach her students
about cell division. How? By demonstrating it. The teacher and students can use
3D models in demonstrating the cell division and later on watch videos or
animations that can further explain the mitosis.

 ASSURE Model
o The ASSURE Model is a lesson planning system that is designed to help teachers
effectively plan and implement lessons utilizing technology and media.
o Example: In a Senior High class, the teacher meet the learners for the first time, he
get to know them. He introduced a topic and the objectives of what they’ll learn.
Like, at the end of the lesson they are expected to learn about the communication
process. The teacher will select power point presentations, and videos to teach the

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 MARIANO MARCOS STATE
College UNIVERSITY
of Teacher Education
objective. He will let the learners participate by asking them to demonstrate the
communication process (sender – receiver). Afterwards, he can evaluate the
teaching and learning process.

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