Learning Theories and Principles in: Dale’s Cone of Experience

The Eight(8) M’s of Teaching

1.) MILIEU - learning environment

2.) MATTER - content of learning

3.) METHOD - teaching and learning activities

4.) MATERIAL - the resources of learning

5.) MEDIA - communication system

6.) MOTIVATION - arousing interest in learning

7.) MASTERY - internalization of learning

8.) MEASUREMENT - evidence that learning took place

BACKGROUND OF EDGAR DALE

 Was born on April 27,1900 in Benson Minnesota and died on March 8,1985

 Served on OHIO state university in the Faculty in 1929 until 1970.

The Cone of Experience

 First introduced in Dale's 1946 book "Audio-Visual Methods in Teaching"

 Is a visual model that shows a continuum of learning.

Brunner’s Three- tiered Model of Learning

 Every area of knowledge can be presented and learned in three distanced steps:

- Enactive: a series of actions

- Iconic: a series of illustrations or icons

- Symbolic: a series of symbols

As you prepare to become a teacher, you can use the concept of Dale's Cone of Experience and ask the following
questions:

1. What kind of learning experience will you choose for your students?

2. How will you use the ideas in the cone to enrich your textbooks?

3. What instructional material (digital or non-digital) will you use to enrich your student's learning experiences?

4. How many sense will your students employ when you use an instructional material taken from a band of the cone?

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 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 a situation 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 exhilgits 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 tr 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.