Chegu Schema

Edgar Dale (1900-1985) served on The Ohio State University faculty from 1929 until 1970. He was an internationally renowned pioneer in the utilization of audio-visual materials in instruction. He also made major research contributions in the teaching of vocabulary and testing readability of texts. His most famous concept was called the cone of experience: a graphic depiction of the relationship between how information is presented in instruction and the outcomes for learners.-

Take from the Ohio State University Website http://ehe.osu.edu/edtl/about/tradition.cfm#dale

 Developed

by Edgar Dale in 1946 A way to describe various learning experiences. The Cone = The progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone).

 NOTE!!! -

Dale never intended the Cone to depict a value judgment of experiences. - His argument was not that more concrete experiences were better than more abstract ones. THUS Any and all of the approaches could and should be used, depending on the needs of the learner.

http://www2.education.ualberta.ca/staff/olenka.Bilash/best% 20of%20bilash/dalescone.html

Reading and listening(Low percentage) doesnt mean that they are not valuable learning experiences. Yet, doing the real thing can lead to the retention of the largest amount of information. - Those experiences near the bottom of the Cone - Including real-world experiences - Make use of more of our senses

It is believed that the more senses that are used, the greater our ability to learn from and remember an event or experience.

 Experiences

at ALL of the levels described should be used in the second language classroom. Dales cone emphasizes learning experiences that appeal to the different senses and the different ways in which we learn.

http://www.slideshare.net/jacobsonsea/ edgar-dales-cone-of-experience1

Cone of Experience

Verbal Symbols

Visual Symbols Recordings, Radio, Still Pictures

Motion Pictures

Television

Exhibits

Field Trips

Demonstrations

Dramatized Experiences

Contrived Experiences

Direct, Purposeful Experiences

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.

Verbal symbols involve only hearing.

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 which are focusing only on the use of verbal symbols are the furthest removed from real life.

Motion pictures (also television) is where it is on the cone, because it is an observational experience with little or no opportunity to participate or use senses other than seeing and hearing.

Contrived experiences are ones that are highly participatory and model real life situations or activities.
Dramatized experiences are defined as experiences in which the learner acts out a role or activity.

main medium of communication. bear no physical resemblance to the objects or ideas for which they stand. may be a word for; idea, scientific principle, formula or philosophic aphorism Disadvantage: highly abstract

 chalkboard/whiteboard,

charts

flat maps, diagrams,

fits

the tempo of presentation of idea, topic or situation

very

easy to obtain and prepare

 attention

getting, particularly projected views

Verbal/abstract The

radio broadcast of an actual event may often be linked to a television broadcast minus its visual dimension.

solution to time and space constraints

provides
effective

windows to the world

for presenting movement, continuity of ideas or events.

The unique value of the messages communicated by film and television lies in their feeling of realism, their emphasis on the persons and their ability to select, dramatize, highlight, and clarify.
Expensive viewing problems timing with classroom lessons misconceptions about time, size, and ideas

Limitations:

There are displays to be seen by many spectators. They may consist of working models arranged meaningfully or photographs with models, charts, and posters.

exposure to new ideas, discoveries, inventions problems that may be encountered:

too little space time consuming

maintenance

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

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 communitys resources

 help

get closer to certain realities that are no longer available at first hand attention learns to understand intimately the character he portrays cooperative work

Getting

participant teaches

Disadvantages:

time consuming

We make use of representative models or mock ups of reality for practical reasons and so that we can make the real-life accessible to the students understanding. easier to handle, manipulate or operate

Disadvantages: simplification leads to misconceptions, distorted views, and incomplete pictures of reality.

 complete direct

version of life itself

participation with responsibility for the outcome

the

basis for the most effective and lasting learning

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

Disadvantage:

We do not use only one medium of communication in isolation. Rather we use many instructional materials to help the student conceptualize his experience. We avoid teaching directly at the symbolic level of thought without adequate foundation of the concrete. Students concepts will lack deep roots in the direct experience. Dale cautions us when he said: 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) When teaching, we do not 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.

What I hear, I forget; What I see, I remember; What I do, I understand.

Edgar Dales Cone of Experince. Retrieved May, 21 from http://ehe.osu.edu/edtl/about/tradition.cfm#d ale Dale's Cone of Experience. Retrieved May, 21 from http://www2.education.ualberta.ca/staff/olenk a.Bilash/best%20of%20bilash/dalescone.html