Bato Institute of Science and Technology
Dolho, Bato, Leyte
Name: ________________________________ Course/Year/Section: BEED 3 A,B,C&D
Instructor: DIOSDADO G. PAVO, JR., Ed. D._ Date: Sept. 30- Oct. 3, 2025
Prof Ed 8 Technology for Teaching and Learning 1
MODULE 6
Edgar Dale’s Cone of Experience
INTRODUCTION:
As you read this module and do the activities, you will be able to
identify the Edgar Dale’s Cone of Experience.
LEARNING OUTCOMES:
At the end of this module, you should be able to:
1. Familiarized with Dale’s Cone of Experience and provided classroom
processes or practices that exemplify each strata of the cone of
experience.
DISCUSSION OF TOPICS:
ACTIVITY:
Study the illustration below and try to answer the questions that
below.
“What I hear, I
forget;
What I see, I
remember;
What I do, I
understand.”
Old Chinese
Proverbs
ANALYSIS:
Answer the questions orally.
1. What is the percentage of retention of what you see and
hear?
2. How about the percentage for what we do?
[Link]
ABSTRACTION:
How teachers integrate technology in the teaching and learning process depends very much
on their beliefs on how people learn. Specifically, they need to know who their learners are and
how to approach instruction. As educators, their role is to provide learning experiences that will
help achieve the defined outcomes. In this Module, you will be acquainted with ifferent theories
and learning principles like Dale’s Cone of Experience.
Consider exploring makebeliefscomix. This is a free application that you can use to create a
comic strip. There are figures and characters that you can chooose from and write the dialogues
that you can put in the bubble thoughts. Search this application in the internet.
If you will use this as a tool in teaching a particular content, what would it be? With what
grade level will this work? Using Edgar Dale’s Cone of Learning, to which band would you
categorize the use of this material?
The Cone of Experience
“The cone is a visual analogy, and like all analogies, it does not bear an exact and detailed
relationship to the complex elements it represents.” Edgar Dale
In preparing to become a teacher, there are elements that should be taken into
consideration. One way of putting it is the 8Ms of teaching and each element contributes to
ensuring effective instructions.
The Eight M’s of Teaching
1. Milieu - the learning environment
2. Matter- the content of learning
3. Method - teaching and learning activities
4. Material - the resources of learning
5. Media- communication system
6. Motivation - arousing and sustaining interest in learning
7. Mastery - internalization of learning
8. Measurement - evidence that learning took place
With reference to the 8M’s of instruction, one element is media. Another is material. These
two M’s (media and material) 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’s
approach to instruction.
ABSTRACTION:
The Cone of Experience is a visual model that shows a continuum of learning; a pictorial
device that presents bands of experience. It does not strictly define the bands to be mutually
exclusive but allows the fluid movement across the levels. In fact, the sensory aids may overlap
and even blend into one another. For example, viewing a play is far different from being a part of it.
It is far different listening to somebody explaining the architectural design from actually executing
the plan.
The version of Dale’s Cone of Experience with percentages as to which band will hone higher
order thinking skills and engage learners more may be confusing because it may not necessarily
mean that learning better takes place when materials or activities belong to the upper level of the
cone or that the nature of involvement is more active if it is in the bottom. For all the descriptive
categorization of learning experiences, other elements such as students’ motivation to be engaged
and learn have to be factored in as well.
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 reaching 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. (Dale, 1969 as cited in B. Corpuz & P. Lucido, 2012)
The Band 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
mock ups are used. There are things or events that may be beyond the learners grasp and so
contrived expereinces can be provided substitute.
Dramatized experiences- These are commonly used as activities that allows students to actively
participate in a reconstructed expereince 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 l earning 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 formula.
In addition, Brunner’s three-tiered model of learning points out that every area of knowledge can
A P P L I C A T I O N:
If you teach a lesson in Mathematics on the concept of fraction to a grader,
how will you proceed if you follow the pattern in Dale’s Cone of Experience
beginning with the concrete moving towards the abstract?
EVALUATION:
As implied in the Cone of Experience, which will
work best for kindergarten children? Why?
A. Videos
B. Books
C. Audio recordings
D. Real-life experiences
Reference:
1. Purita P. Bilbao. EdD, et. Al. Technology for Teaching and Learning 1, Loremar
Publishing House, Inc., 2019
Prepared by:
DIOSDADO G. PAVO, JR., Ed. D.
Instructor
COPYRIGHT INFRINGEMENT
This MODULE is granted copyright protection for a period of one Academic Year 2025-2026. This means that NO student
has the right to reproduce or copy, share and alter the content of this module without seeking permission.