The cone of experience

LESSON 3 | TTL 1 | VIA GOOGLE MEET

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The cone of experience

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The cone of experience

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 The cone of experience

“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 more difficult to understand than a
Edgar dale, 1996 dramatization of Hamlet. It is simply in itself a less
rete teaching material than the dramatization”

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 The cone of experience

"the individual bands of the Cone of

Experience stand for experiences that
Edgar dale, 1996 are fluid, extensive, and continually
interact"

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 The cone of experience

"... No. We continually shuttle back and forth

among various kinds of experiences. Every day
each of us acquires new concrete experiences -
Edgar dale, 1996 through walking on the street, gardening,
dramatics, and endless other means."

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The cone of experience

• One kind of sensory experience is not necessarily

more educationally useful than another. Sensory
experiences are mixed and interrelated.

• 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,

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The cone of experience

Direct purposeful experiences

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The cone of experience

Contrived experiences

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The cone of experience

dramatized experiences

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The cone of experience

demonstrations

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The cone of experience

Study trips

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The cone of experience

exhibits

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The cone of experience

Television & motion pictures

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The cone of experience

Still pictures, Recordings,

Radio

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The cone of experience

Visual symbols

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The cone of experience

Verbal symbols

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The cone of experience

1. We do not use only one medium of

communication in isolation Rather we
use many instructional materials to help
the learner conceptualize his/her
experience.

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The cone of experience

2. We avoid teaching directly at the symbolic level of

thought without adequate foundation of the concrete.
Learners' concepts will lack deep roots in direct
experience.

"These rootless experiences will not have the

generative power to produce additional concepts and will
not enable the learner to deal with the new situations that
he faces" (Dale, 1969)

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The cone of experience

3. When teaching, we don't get stuck in the

concrete. Let us strive to bring our students
to the symbolic or abstract level to develop
their higher order thinking skills.

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The cone of experience

@StFrancisXavierCollegeADS www.sfxc.edu.ph
The cone of experience

LESSON 3 | TTL 1 | VIA GOOGLE MEET

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