The Cone of Experience

The “Cone of Experience”

What is Dale’s cone of experience?

·    The cone of experience is a pictorial device used to explain the interrelationships of the various types of audio-visual media, as well as their individual “positions” in the learning process.

·   The cone's utility in selecting instructional resources and activities is as practical today as when Dale created it.

Principles on the cone of Experience:

• The cone is based on the relationships of various educational experiences to reality (real life), and the bottom level of the cone, "direct purposeful experiences," represents reality or the closest things to real, everyday life.
• The opportunity for a learner to use a variety or several senses (sight, smell, hearing, touching, movement) is considered in the cone.
• Direct experience allows us to use all senses.
•  The more sensory channels possible in interacting with a resource, the better the chance that many students can learn from it.
• Each level of the cone above its base moves a learner a step further away from real- life experiences, so experiences focusing only on the use of verbal symbols are the furthest removed from real life.
• Contrived experiences are ones that are highly participatory and simulate real life situations or activities.
•  Dramatized experiences are defined as experiences in which the learner acts out a role or activity.

Verbal Symbols

•         Principal medium of communication

•         Bear no physical resemblance to the objects or ideas for which they stand

•         May be a word for concretion, idea, scientific principle, formula or philosophic aphorism

•         Disadvantage: highly abstract

Visual Symbols

•         chalkboard/whiteboard, flat maps, diagrams, charts

•         fits the tempo of presentation of idea, topic or situation

•         very easy to procure and prepare

•         Limitations: lack of ability to use the media size of visuals simplification of visual materials  leads to misconceptions

Recordings, Radio, Still Pictures

•         Attention – getting, particularly projected views

•         Concretized verbal abstraction

•         Limitations: size of pictures or illustrations expensiveness of projected                              materials and equipment timing difficulties between radio shows and classroom lessons

Television and Motion Pictures

•         a solution to time and space constraints

•         provides “windows to the world”

•         effective for presenting movement, continuity of ideas or events

•         substitute for dangerous direct learning experiences

•         Limitations:

•         Expensive

ü  viewing problems 

ü  timing with classroom lessons

ü   misconceptions about time, size, and ideas

Exhibits

•         present objects or processes otherwise impossible inside the classroom

•         exposure to new ideas, discoveries, inventions

•         problems  that may be encountered:

ü  too little space

ü  time – consuming

ü  maintenance

Demonstrations

•         visualized explanation of an important fact or idea or process

•         may require nothing more than observation or students may be asked to do what has just been shown how to do

•         Disadvantages: Ideas or processes might not be interpreted or conceived very well visibility to all learners

Field Trips

•         undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom

•         a rich experience in learning about objects, systems, and situations

•         Disadvantages: time-consuming  expensive high exposure to danger /accidents inadequacy of the community’s resources

Dramatized Experiences

•         help get closer to certain realities that are no longer available at first hand

•         stirring and attention getting

•         participant learns to understand intimately the character he portrays

•         teaches cooperative work

•         Disadvantages: time consuming without  commensurate results participation is limited to few individuals

Contrived Experiences

•         an “editing” of reality

•         substitutes for confusing or unmanageable first – hand experiences

•         easier to handle, manipulate or operate

•         Disadvantages: simplification leads to misconceptions, distorted views, and incomplete pictures of reality no freedom to handle expensive or fragile models, mock – ups, specimens, etc.

Direct, Purposeful Experiences

•         unabridged version of life itself

•         direct participation with responsibility for the outcome

•         the basis for the most effective and lasting learning

•         Disadvantage: not all things can be learned through direct, first hand experiencing

Model of Learning By Jerome S. Bruner

Jerome S. Bruner Harvard psychologist, Jerome S. Bruner, presents a THREE-TIERED MODEL OF LEARNING where he points out that every area of knowledge can be presented and learned in three district steps. He presented a similar idea, emphasizing the mental operations of learners. Bruner suggested that successfully “thinking” at abstract levels involved progressing from related direct experiences (enactive), through related iconic experiences, and then into the realm of abstraction.

—  ENACTIVE- refers to the direct or actual experiences or encounter with what is. This is a life on the raw, rich and unedited. They form the bases for all other learning experiences.

—  ICONIC- Refers to the more abstract experiences which could be in the form of picture

—  SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study.

The BRUNER’S THREE-TIERED MODEL OF LEARNING - suggests that learning is more impressive if one proceeds from the concrete to abstract, or from specific to general because more senses are involved and the relationships are built in a more pronounced manner.