Edgar Dale (1946) introduced

Cone of Experience that

reveals the development of
experiences from the very real
to the extremely abstract (at
the top of the Cone). The
Cone of Experience intends to
notify students of how much a
person’s recall established
on how they face the material.
The Cone charts the average
retention rate of the knowledge
for various teaching
methods. The further down the
Cone you move, the higher the
learning, and the more
knowledge is likely to be
retained. It also indicates that
it is important to note when
selecting an instructional
method that engaging students
in the process can improve the
retention of information.
This shows that strategies
of “action-learning” result
in the
retention of up to 90 percent.
Individuals learn better by
using visual types of learning.
Perceptual types of learning
are based on feelings. The
more sensory channels are
possible
in interacting with a resource,
the better chance that many
students can learn from it
(Diamond, 1989). According
to Dale (1969), two teachers
should develop lessons that
draw on more real-life
experiences. Dale’s Cone of
Experience is a device that
helps
teachers make resource
and activity
choices
Edgar Dale (1946) introduced
Cone of Experience that
reveals the development of
experiences from the very real
to the extremely abstract (at
the top of the Cone). The
Cone of Experience intends to
notify students of how much a
person’s recall established
on how they face the material.
The Cone charts the average
retention rate of the knowledge
for various teaching
methods. The further down the
Cone you move, the higher the
learning, and the more
knowledge is likely to be
retained. It also indicates that
it is important to note when
selecting an instructional
method that engaging students
in the process can improve the
retention of information.
This shows that strategies
of “action-learning” result
in the
retention of up to 90 percent.
Individuals learn better by
using visual types of learning.
Perceptual types of learning
are based on feelings. The
more sensory channels are
possible
in interacting with a resource,
the better chance that many
students can learn from it
(Diamond, 1989). According
to Dale (1969), two teachers
should develop lessons that
draw on more real-life
experiences. Dale’s Cone of
Experience is a device that
helps
teachers make resource
and activity
choices
 Edgar Dale’s Cone of
Experience

Learning Module

MELISA D. CONDE
Author

VISSION, MISSION, GOALS, OBJECTIVES AND PHILOSOPHY OF THE

UNIVERSITY

Vision
A transformative leading University in Asia and the Pacific.

Mission
NEMSU shall provide competency-based higher education through transformative
instruction, relevant research sustainable extension and production responsive to
local, regional and global trends.

Goals/Objectives
Instruction
To develop competitive, resilient and transformative academic community.
Research
To produce high impact research and development for the advancement of
knowledge instruction innovation, institutional development and policy formation, and
commercialization.
Extension
To improve the lives of the rural and urban poor through transfer of technology and
knowledge.
Production
To develop and improve resource generation to sustain University operations.
Governance
To deliver transparent, responsive and excellent for client satisfaction.

Philosophy
Dedication for a continual improvement of services, stakeholder’s relationships, and
partnership which stresses interdependence and collaboration for a sustainable
success of clients and their communities in helping build a just, peaceful, stable and
progressive Filipino nation.

Edgar Dale (1946) introduced Cone of Experience that reveals the development of
experiences from the very real to the extremely abstract (at the top of the Cone). The
Cone of Experience intends to notify students of how much a person’s recall
established
on how they face the material.
The Cone charts the average retention rate of the knowledge for various teaching
methods. The further down the Cone you move, the higher the learning, and the
more
knowledge is likely to be retained. It also indicates that it is important to note when
selecting an instructional method that engaging students in the process can improve
the
retention of information. This shows that strategies of “action-learning”
result in the
retention of up to 90 percent. Individuals learn better by using visual types of
learning.
Perceptual types of learning are based on feelings. The more sensory channels are
possible
in interacting with a resource, the better chance that many students can learn from it
(Diamond, 1989). According to Dale (1969), two teachers should develop lessons
that
draw on more real-life experiences. Dale’s Cone of Experience is a device that
helps
teachers make resource and activity
choices

PREFACE
In crafting a module based on Edgar Dale’s Cone of Experience, it’s essential
to acknowledge the model’s premise that learners retain information more effectively
through active, experiential engagement. This preface aims to set the stage for a
dynamic learning experience by emphasizing the importance of hands-on activities,
simulations. And real-world applications. As we delve into the module, keep in mind
Dale’s hierarchy, progressing from direct experiences to more abstract forms of
learning, fostering a comprehensive and lasting understanding. Let this preface
serve as a guide, encouraging an immersive approach to education within the
framework of Dale’s Cone of Experience.
 TABLE OF CONTENTS

VMGOP i
Preface ii
Table of Contents iii
Course Intended Learning Outcomes (CILO) iv
Introduction iv
Lesson Development
Activity 1
Analysis 2
Abstraction
Who is Edgar Dale? 3
What is Edgar Dale’s Cone of Experience? 3-6
Generalization 7
Application Task 7
Research Connection 8
Reflection 8
Evaluation 8
Summary 9
References 10-11
I.- Course Intended Learning Outcomes (CILO)
After completing this module, the students are expected to:
1. Identify and arrange the 11 bands of experience inside the cone correctly
according to its degree of abstraction
2. Construct a reflection paper about the cone of experience.
3. Realize the value of using the cone of experience in the teaching and learning
process

II.- Introduction
Welcome to the fascinating world of Edgar Dale’s Cone of Experience! In
this module, we’ll explore Dale’s innovative concept that revolutionized
educational theory. Developed in the mid-20 th century, the Cone of Experience
provides a visual framework illustrating various levels of learning experiences,
ranging from direct participation to more abstract forms. Join us as we delve into
the depths of this influential model, unraveling its implications for effective
teaching and learning strategies. Get ready for an enlightening journey through
the Cone of Experience!
III.- Lesson Development
ACTIVITY A
Direction: Look at the set of pictures, then identify the set of pictures what is all
about.

1.
____________________

2.
________________

3.
___________________
 4.
_____________________

5.
______________________
ANALYSIS
Direction: Study the Cone of Experience given below. Analyze how the elements
are arranged from the bottom upward or from top down.
Discussion Questions:

● Who is Edgar Dale?

● What is the Cone of Experience?

● How are the experiences of reality arranged in the Cone of Experience?

● Which way is closest to the real world?

● Which way is farthest to the real world, in this sense most abstract?

ABSTRACTION

Who is Edgar Dale?

What is Edgar Dale’s Cone of Experience?

The Edgar Dale’s Cone of Experience is a visual model; a pictorial device that
presents bands of experience arranged according to degree of abstraction and not
degree of difficulty. The farther you go from the bottom of the cone, the more
abstract the experience becomes. It is also known as the Cone of Learning. A model
that incorporates several theories related to instructional design and learning
processes. It of Composed of 11 stages starting from concrete experiences at the
bottom of the cone, the it becomes abstract as it reaches the peak of the cone.

Dale (1969) asserts that:

The pattern of arrangement of the bands of experience is not difficulty but

degree of abstraction – the amount of immediate sensory participation that is
involved. A still photograph of a tree is not difficult to understand than a
dramatization of Hamlet. It is simply in itself a less concrete teaching material than
the dramatization. (Dale, 1969)

Dale further explains that "the individual bands of the Cone of Experience
stand for experiences that are fluid, extensive, and continually interact." (Dale, 1969)
It should not be taken literally in its simplified form. The different kinds of sensory aid
often overlap and sometimes blend into one another. Motion pictures can be silent or
they can combine sight and sound. Students may merely view a demonstration or
they may view it then participate in it.
Does the Cone of Experience mean that all teaching and learning must move
systematically from base to pinnacle, from direct purposeful experiences to verbal
symbols? Dale (1969) categorically says:
…… No. We continually shuttle back and forth among various kinds of experiences.
Every day each of us acquires new concrete experiences – through walking on the
street, gardening, dramatics and endless others means. Such learning by doing,
such pleasurable return to the concrete is natural throughout our lives – and at every
age level. On the other hand, both the older child and the young pupil make
abstractions every day and may need in doing this well.
In our teaching, then, we do not always begin with direct experience at the
base of the Cone. Rather, we begin with the kind of experience that is most
appropriate to the needs and abilities of particular learner in a particular learning
situation. Then, of course, we vary this experience with many other types of learning
activities. (Dale, 1969)

One kind of sensory experience is not necessarily more educationally useful

than another. Sensory experiences are mixed and interrelated. When students listen
to you as you give your lectorate, they do not just have an auditory experience. They
also have visual experience in the sense that they are "reading" your facial
expressions and bodily gestures.

We face some risk when we overemphasize the amount of direct experience

to learn a concept. Too much reliance on concrete experience may actually obstruct
the process of meaningful generalization. The best will be striking a balance
between concrete and abstract, direct participation and symbolic expression for the
learning that will continue throughout life.

What are these bands of experience in Dale's Cone of Experience? It is

best to look back at the Cone itself. But let us expound on each of them starting with
the most direct.

Direct purposeful experiences- These are first hand experiences which serve as
the foundation of our learning. We build up our reservoir of meaningful information
and ideas though seeing, hearing, touching, tasting and smelling. In the context of
the teaching-learning process, it is learning by doing. If I want my student to learn
how to focus a compound light microscope, I will let him focus one, of course, after I
showed him how.

Contrived experiences - In here, we make use of a representative models or mock

ups of reality for practical reasons and so that we can make the real-life accessible
to the students' perceptions and understanding. For instance, a mock-up of Apollo,
the capsule for the exploration of the moon, enabled the North American Aviation
Co. to study the problem of lunar flight.

Remember how you were taught to tell time? Your teacher may have used a
mock up; a clock, whose hands you could turn to set the time you were instructed to
set.

Dramatized experiences - By dramatization, we can participate in a reconstructed

experience, even though the original event is far removed from us in time. We relive
the outbreak of the Philippine revolution by acting out the role of characters in a
drama.
Demonstrations - It is a visualized explanation of an important fact, idea or process
by the use- of photographs, drawings, films, displays, or guided motions. It is
showing how things are done. A teacher in Physical Education shows the class how
to dance tango.

Study trips - These are excursions and visits conducted to observe an event that is
unavailable within the classroom.

Exhibits - These are displays to be seen by spectators. They may consist of

working models arranged meaningfully or photographs with models, charts, and
posters. Sometimes exhibits are "for your eyes only". There are some exhibits,
however, that include sensory experiences where spectators are allowed to touch or
manipulate models displayed.

Television and motion pictures - Television and motion pictures can reconstruct
the reality of the past so effectively that we are made to feel we are there. The
unique value of the messages communicated by film and television lies in their
feeling of realism, their emphasis on persons and personality, their organized
presentation, and their ability to select, dramatize, highlight, and clarify.

Still pictures, Recordings, Radio - These are visual and auditory devices may be
used by an individual or a group, still pictures lack the sound and motion of a sound
film. The radio broadcast of is actual event may often be likened to a television?
broadcast minus its visual dimension.

Visual symbols - These are no longer realistic reproduction of physical things for
these are highly abstract representations. Examples are charts, graphs, maps, and
diagrams.

Verbal symbols - They are not like the objects or ideas for which they stand they
usually do not contain visual clues to their meaning. Written words fall under this
category. It may be a word for a concrete-object (book), an idea (freedom of
speech), a scientific principle (the principle of balance), a formula (e=mc2)
GENERALIZATION
Edgar Dale’s Cone of Experience serves as a powerful tool for educators and
instructional designers, offering a valuable framework to understand the spectrum of
learning experience. By categorizing learning activities into a visual hierarchy, it
provides a generalization that guides the creation of effective and engaging
educational interventions. This model encourages educators to consider a diverse
range of instructional methods, from direct, sensory-rich experiences to more
abstract and reflective learning. Embracing the Cone of Experience fosters a holistic
approach to education, catering to varied learning styles and enhancing the overall
effectiveness of teaching and knowledge retention.

Edgar Dale’s Cone of Experience suggests that people generally remember

10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we
see and hear, 70% of what we say, and 90% of what we say & do.

APPLICATION
Direction: Answer the following questions.
1. How would you relate the cone of experience to the teaching-learning
process?
 2. How would you apply it as a teacher?
3. Make a Cone of Experience then arrange the 11 bands of experience inside
the cone correctly according to its degree of abstraction

RESEARCH CONNECTION
Direction: Make a visual representation from passive learning (reading) to active
engagement (simulation) in teaching others, aligning with the principles of Edgar
Dale’s Cone of Experience.

REFLECTION
Direction: Make a reflection paper about the cone of experience.

EVALUATION
Direction: Select the correct answer.
1. He developed the Cone of Experience.
a. Edgar Allan Dale b. Edgar Deal
c. Edgar Dale d. Edgar Gale
2. These are first hand experiences which serve as the foundation of learning.
a. Direct purposeful experience b. Contrived experience
c. Dramatized experience d. Field trips
3. It is the most abstract level in Edgar Dale’s Cone of Experience.
a. Direct purposeful experience b. Verbal symbol
c. exhibit d. Demonstration
4. “Learning by doing” is also known as______.
a. Learning by reading b. Experiential learning
c. Cone experience d. Learning action
5. This is also known as television model.
a. Verbal symbols b. Motion pictures
c. Field trips d. Demonstration
SUMMARY
Edgar Dale's Cone of Experience is a visual representation of learning
resources arranged according to degree of abstractness. The farther you move
away from the base of the cone, the more abstract the learning resource becomes.
Arranged from the least to the most abstract the learning resources presented in the
Cone of Experience are:
• direct purposeful experiences
• contrived experiences
• dramatized experiences
• demonstrations
• study trips
• exhibits
● educational television

• motion pictures
• recordings, radio, still pictures
• visual symbols
• verbal symbols
The lines that separate the learning experience should not be taken to mean
that the learning experiences are strictly delineated. The Cone of Experience should
not be taken literally. Come to think of it. Even from the base of the Cone, which is
direct purposeful experiences, we already use words - verbal symbols - which are
the most abstract. In fact, we use words which are verbal symbols, the pinnacle of
the cone, across the cone from top to bottom. Or many times our verbal symbols are
accompanied by visual symbols, still pictures.
REFERENCES:

images of dramatized. (n.d.).

https://www.google.com/search?
q=images+of+dramatized&sca_esv=586255147&tbm=isch&source=lnms&sa=X&ved
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images of study trips. (n.d.).

https://www.google.com/search?
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oq=images+of+study+trips&gs_lp=Egxnd3Mtd2l6LXNlcnAiFWltYWdlcyBvZiBzdHVke
SB0cmlwczIFECEYoAFI-IUBUOEPWNxqcAF4AZABAJgBuQegAcm-
AaoBBjUtNi4yNrgBA8gBAPgBAcICChAAGEcY1gQYsAPCAgsQABiABBiKBRiRAsIC
BRAAGIAEwgIGEAAYFhgewgIIEAAYFhgeGA_CAggQABgWGB4YCsICCBAhGBYY
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2-
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ues&oq=no&gs_lcrp=EgZjaHJvbWUqBggBEEUYOzIGCAAQRRg7MgYIARBFGDsy
BggCEEUYQDIGCAMQRRg5MhAIBBAAGIMBGLEDGIAEGIoFMgoIBRAAGLEDGI
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