Theories and Principles in the Use and

Design of Technology-Driven Lessons

THIS IS THE COMIC STRIP THAT WE HAVE MADE:

The experience of reality are arrange in the coned of experience from concrete, active actual to the least
tangible one. The cone of experiences is also arranging from (more complex) the activities that require the
use of all the senses to the activities that require least use of the senses.
2. Is the basis of the arrangement of experiences difficulty of experience or degree of abstraction the
amount of immediate sensory participation involved?

I think the cone of experience is arranged based on the difficulty and degree of abstraction.

3. Do the bands of experience (e.g. direct experiences, contrived experience, etc.) follow a rigid,
inflexible pattern? Or is it more correct to think that Cone overlaps and blends into one another?

I think the bands of experiences overlap and blend into one another they are interrelated to one another
especially when we think of the teaching and the learning process.

4. Does the Cone of Experience device mean that all teaching and learning must move
systematically from base to pinnacle?

I think the come of experiences will only serve as a guide for us educator on what to do and what are
needed inside the class. Everyday there must be a balance of concrete and abstract activity inside the
classroom for the younger and the older children.

 5. Is one kind of sensory experience more educationally useful than another?

I think there is no such thing as sensory experience in isolation one sensory is important , mixed and
interrelated to one another to ensure success in education. 
6. Can we overemphasize the amount of direct experience that is required to learn a new concept?

In the real world weather you are old or young, we experience concrete or direct and abstract
experiences. This simply shows that we will provide a balance activity to the learners so they will not be
stuck on a certain level only.
 
7. Are the upper levels of the Cone for the older student and the lower ones for the child?

For me the cone of experiences are for all the children. Each one of us needs direct and abstract
experiences every day.
On my Own…
How would you relate the Cone of Experience to the teaching-learning process with the levels
identified by Bruner's three-tiered model of learning?

Dale's Cone of Experience and Bruner's three-tiered model of learning must be taken into
consideration in order to make the teaching-learning process more fun and engaging. Here is what I'm
going to do to make them relevant to one another. As a future educator, I will first take Bruner's three-
tiered model of learning into account before implementing the Bands in Dale's Cone of Experience.
According to Bruner's model, every field of information can be presented and learned in three separate
steps. Thus, I need to think about the learning process for me to classify what category to apply in every
steps of learning.

Every category in Dale's Cone of Experience has its own way of learning or experiencing things. Since
it is recommended that a learners must first take the "Enactive Step" in learning which comes with a
series of actions, I might apply or get to use the categories that made learning possible through doing. In
this step, I might have direct purposeful experiences, demonstrations, and study strips. These categories
are under in this level as the concept is represented through learners acting on concrete, or physical
objects.

The second step of Bruner's three-tiered model of learning would be the "Iconic" which contain a series
of illustrations or icons; learning with images. The categories needed to be applied in this level include
exhibits, educational television, still pictures, recordings and radio.

The last step of Bruner's model would be the "Symbolic" which consists of a series of symbols. In this
stage, the learners had higher order thinking ability so I would apply the visual and verbal symbols. In
this stage, students transform what they've learned into “Language”.

As a whole, when the learners are matured and capable to direct their own learning, they must be free
about how they learn.
With your peers...
 
A. Talk about your ideas given the following situations:

If you teach a lesson on the concept of fractions to a grader, how will you proceed if you follow the
pattern in Dale's Cone of Experience beginning with the concrete moving toward the abstract?

I think younger kids will be involved in baking, slicing and selling activity first. In this way will know
what is the real ½ 1/3 and ¼ are. Then after that they may have picture of cutting activity to further enrich
the real experiences of children.

Try to explain why reading teachers discourage us from reading only comics or illustrated comic
version of novels?

The instructor discourages students from reading comics or graphic comics versions of literature since
they engage few senses. Comic books are regarded to be literature; nevertheless, they do not expose your
growing mind to the vast range of textual forms. Your instructor is striving to educate you to understand
the aesthetic value of a well-written book, poetry, and other works of art. Because comic books engage
the senses, our professors discourage us from reading them. In comparison to reading solely comic books,
reading pocketbooks incorporates both abstract and tangible learning experiences, which fosters higher-
order thought.

How would you account for children who can label and identify the objects even if they have not
actually seen them in reality?

It is surprising for those children who can label and identify the objects even if they have not actually
seen them in reality. They are indeed the brilliant ones. They might be in symbolic stage according to
Bruner's three-tiered model of learning. Well, as a future teacher that needs to be flexible in handling
different kinds of learners, I might use symbols as a medium of instruction or in tasks if I encounter a
student like this. It is not about giving them a complex activity but rather to challenge the child. In that
way, the child may continuously hone its thinking ability. Furthermore, if I would give a child the easiest
possible activity, it is somewhat boring and uninteresting which may loses its will. Thus, I need to
provide an activity that urges the will of the children.

The reason why I am going to implement such strategy is because they are suitable in learning through
abstract representations.

 
 Now that there is a great deal of ICT tools and applications used in enriching the lesson, how
would you explain its potential use in instruction and where will you categorize it on the Cone?

We agree that modern lessons are enhanced by the use of ICT tools and applications. Utilizing ICT tools
and apps, especially in this distance learning, improves communication between students and teachers.
ICT tools provides better capabilities for directing, gathering or providing feedback. With the use of
technology, we will be able to assess the students in a given lesson using a number of digital tools. Its
possible applications might increase collaboration, create a more active learning environment, and
prepare student for the future.

With the fact that ICT tools and applications helped teachers in many ways, its potential use can be
classified into almost all of the categories in the Cone of Experience depending on how it executed.

Let's use an example in creating a powerpoint presentation. It can be done through the use of
computer and application. In making it, the students learn by doing which can be categorized into direct
purposeful experience. The videotaped role-play would be categorized as both recordings and dramatized
experiences. The movie playing on the television in the classroom can be categorized as an educational
television. The ICT is also one-way to provide demonstrations which can be categorized by itself. In this
way, ICT tools and applications enhance the curriculum.

Examine:
 Take this quiz.

1. A

2. B

3. C

4. D

5. B