Theories and Principles

Theories And
Principles in the Use and

Design of
Technology-Driven Lessons
The Cone of
Experience
“The cone is a visual analogy, and like all
visual analogies, it does not bear an exact
and detailed relationship to the complex
elements it represents.” –Edgar Dale
The 8 m’s of
Teaching
Milieu- the learning environment.
Matter- the content of learning.
Method- teaching and learning activities.
Material- the resources of learning.
Media- communication system.
Measurement- evidence that learning took place.
Mastery- internalization of learning.
Motivation- arousing and sustaining interest in learning.
The Cone of Experience
With reference to the 8 m’s of

Instruction, one element is media.
Another is material. These two M’s are
actually the elements of the Cone of
Experience. Edgar Dale’s Cone of
Experience relates well with various
instructional media which form part of
the system approach to instruction.
The Cone of
Experience
The Cone of Experience is a visual The version of Dale's Cone of
model that shows a continuum of Experience with percentages as to
learning; pictorial device that which band will hone higher order
presents bands of experience. It does thinking skills and engage learners
not strictly define the bands to be more may be confusing because it
mutually exclusive but allows the may not necessarily mean that
learning better takes place when
fluid movement across the levels. In
materials or activities belong to the
fact, the sensory aids may overlap
upper level of the cone or that the
and even blend into one another. For
nature of involvement is more active
example, viewing a play is far
if it is in the bottom. For all the
different from being a part of it. It is descriptive categorization of learning
far different listening to somebody experiences, other elements such as
explaining the architectural design students' motivation to be engaged
from actually executing the plan. and learn have to be factored in as
well.
The Cone of Experience
Dale (1969) asserts that:
the pattern of arrangement of the bands 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 dramatization of
Hamlet. It is simply in itself a less concrete teaching material than the
dramatization...
In our teaching, then, we do not always begin with direct experience at the base of
the Cone. Rather, we begin with the kind of experience that is most appropriate to
the needs and abilities of particular learning situation. Then, of course, we vary
this experience with many other types of learning activities.
The Bands in Dale's Cone of Experience
Direct purposeful experiences-

• these refer to foundation of
experiencing learning. Using the
senses, meaningful knowledge and
understanding are established. This
is experiential learning where one
learns by doing.
Contrived experiences-
• It is in this category that representations
such as models, miniatures, or mockups
are used. There are things or events that
may be beyond the learners grasp and
so contrived experiences can provide a
substitute.
Dramatized experiences-
• These are commonly used as activities that allows students
to actively participate in a reconstructed experience
through role- playing or dramatization. Demonstrations -
When one decides to show how things are done, a
demonstration is the most appropriate experience. It is an
actual execution of a procedure or a process. A
demonstration of how to bake a cake or how to execute the
dance step is an appropriate way of making the learning
experience meaningful.
Study trips-
• These are actual visits to certain
locations to observe a situation or a
case which may not be available
inside the classroom.
Exhibits-
• These are displays of models such as pictures,
artifacts, posters, among others that provide the
message or information. These are basically viewed,
however, there are currently exhibits that allow the
viewers to manipulate or interact with the display
and as a result, the exhibit becomes more engaging
and fun.
Television and motion pictures –

• These technology equipment provide a two-
dimensional reconstruction of a reality. These
allow learners to experience the situation being
communicated through the mediated tools. They
provide a feeling of realism as viewers try to
understand the message portrayed by actors in
the films.
Still pictures, Recordings, Radio –

• Still are pictures or images. Together in
this category are the audio-recorded
materials or information broadcast
through the radio.
Visual symbols-
• These are more abstract representations
of the concept or the information.
Examples of these are information
presented through a graph or a chart.
For example, a process can be presented
using a flow chart.
Verbal symbols-
• This category appears to be the
most abstract because they may
not exactly look like the concept
or object, they represent but are
symbols, words, codes or
formulae.
Brunner’s Three-Tiered Model
1. Enactive-
a series of actions
2. Iconic-
a series of illustrations
or icons
3. Symbolic –
a series of symbols
Brunner’s Three-Tiered Model
With young learners, it is highly recommended that a learner

proceed from the ENACTIVE to ICONIC and lastly to the
SYMBOLIC. A young learner would not be rushed to move to
immediate abstraction at the highest level without the benefit of a
gradual unfolding. However, when the learner is matured and
capable to direct his own learning, it may move fluidly across the
cone of experience.
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Theories And

Principles in the Use and

With reference to the 8 m’s of

Direct purposeful experiences-

Television and motion pictures –

Still pictures, Recordings, Radio –

With young learners, it is highly recommended that a learner

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