Dale's cone of Experience

Dale’s Cone of Experience

Background

Years ago an educator named Edgar Dale, often cited as the father of modern media in education,

Developed from his experience in teaching and his observations of learners the "cone of experience”. In his book 'Audio visual methods in teaching' - 1957,

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

Class room teaching dale shown in pinnacle form and called ‘cone of experience’

Interpreting the Cone

• The cone is based on the relationships of various educational experiences to reality (real life).

• 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.

• As you move up the cone, fewer senses are involved at each level.

Sensory channels possible in interacting with a resource, the better the chance that many students can learn from it.

The original labels for Dale's ten categories are: Direct, Purposeful Experiences; Contrived Experiences; Dramatic Participation; Demonstrations; Field Trips; Exhibits; Motion Pictures; Radio; Recordings; Still Pictures; Visual Symbols; and Verbal Symbols.

The experiences included in the cone are

1. Direct, purposeful experiences: An ounce of experience is better than a ton of theory
2. Contrived (plan, invent) experience: Real thing cannot be perceived directly, its simplification becomes necessary. Working model which is an editing of reality, imitation is preferred for better and easier understanding.
3. Dramatic participation: certain real events presented through play.(puppets)

Audiovisual aids

any device used to aid in the communication of an idea.

we not only use the term “Audiovisual Aids” but “Instructional Aids,” “Teaching Aids,” “Audio Aids,” and “Visual Aids” as well.

Burton: Audiovisual aids are those sensory objects or images which initiate or stimulate and reinforce learning.

Edgar dale: Audiovisual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. Those are also termed as multi- sensory materials.

Psychology of using Teaching Aids/Audio-visual aids.

People generally remember …

10% of what they read

20% of what they hear

30% of what they see

50% of what they hear and see - video

70% of what they say or write

90% of what they say as they do something

Some of the important values of the proper use of Audio-visual aids

Best motivators: students work with more interest and zeal. They are more attentive.

Antidote to the disease of verbal instruction: Help to reduce verbalism. They help in giving clear concepts and bring accuracy in learning

Clear images: formed when we see, hear, touch, taste and smell as our experiences are direct.

Vicarious experiences: first hand experience is the best type of educative experience.

Variety: ‘mere chalk and talk do not help’

Freedom: great scope for students to move about, talk, laugh and comment upon.

Opportunity to handle and manipulate: opportunity to students.

Retentive: increases retention power

Based on maxims of teaching: ‘Concrete to abstract’, ‘known to unknown’

Helping in fixing up new learning: what is gained in learning is to be fixed up in the minds of students

Saving of energy and time: of both students and teachers.

Realism: provides a touch of reality to the learning situation.

Vividness (bright, graphic): a film on Buddha, his life and teaching.

Meeting individual differences: individuals’ strong areas-hearing, visualizing, doing.

Encouragement to healthy classroom interaction:

Promotion of scientific temper:

Spread of education on a mass scale: radio and television for people living in remote areas.

Positive transfer of learning and training: solving the real problems of life.

Principles in the use of Teaching-Aids

1. Principle of Selection: Age level, Grade level, Specific educational value, True representative of the real thing.

2. Principle of preparation: Locally available materials, teachers should receive training in the preparation, students may be associate in the preparation.

3. Principle of physical control: arrangement of keeping aids properly.

4. Principle of proper presentation: carefully visualize the use of teaching aids before actual presentation, care should be taken to handle, should be displayed properly.

5. Principle of response: teachers should guide the students to respond actively to the audio visual aids stimuli.

6. Principle of evaluation; should be continuous evaluation.

Audiovisual aids

any device used to aid in the communication of an idea.

we not only use the term “Audiovisual Aids” but “Instructional Aids,” “Teaching Aids,” “Audio Aids,” and “Visual Aids” as well.

Burton: Audiovisual aids are those sensory objects or images which initiate or stimulate and reinforce learning.

Edgar dale: Audiovisual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. Those are also termed as multi- sensory materials.

Psychology of using Teaching Aids/Audio-visual aids.

People generally remember …

10% of what they read

20% of what they hear

30% of what they see

50% of what they hear and see - video

70% of what they say or write

90% of what they say as they do something

Some of the important values of the proper use of Audio-visual aids

Best motivators: students work with more interest and zeal. They are more attentive.

Antidote to the disease of verbal instruction: Help to reduce verbalism. They help in giving clear concepts and bring accuracy in learning

Clear images: formed when we see, hear, touch, taste and smell as our experiences are direct.

Vicarious experiences: first hand experience is the best type of educative experience.

Variety: ‘mere chalk and talk do not help’

Freedom: great scope for students to move about, talk, laugh and comment upon.

Opportunity to handle and manipulate: opportunity to students.

Retentive: increases retention power

Based on maxims of teaching: ‘Concrete to abstract’, ‘known to unknown’

Helping in fixing up new learning: what is gained in learning is to be fixed up in the minds of students

Saving of energy and time: of both students and teachers.

Realism: provides a touch of reality to the learning situation.

Vividness (bright, graphic): a film on Buddha, his life and teaching.

Meeting individual differences: individuals’ strong areas-hearing, visualizing, doing.

Encouragement to healthy classroom interaction:

Promotion of scientific temper:

Spread of education on a mass scale: radio and television for people living in remote areas.

Positive transfer of learning and training: solving the real problems of life.

Principles in the use of Teaching-Aids

1. Principle of Selection: Age level, Grade level, Specific educational value, True representative of the real thing.

2. Principle of preparation: Locally available materials, teachers should receive training in the preparation, students may be associate in the preparation.

3. Principle of physical control: arrangement of keeping aids properly.

4. Principle of proper presentation: carefully visualize the use of teaching aids before actual presentation, care should be taken to handle, should be displayed properly.

5. Principle of response: teachers should guide the students to respond actively to the audio visual aids stimuli.

6. Principle of evaluation; should be continuous evaluation.