Republic of the Philippines

Commission on Higher Education

Region V (Bicol)
Libon Community College
Libon, Albay

SUBJECT: PROF. ED. 7- TECHNOLOGY FOR TEACHING AND LEARNING 1

DALE's CONE OF EXPERIENCE

I. OBJECTIVES:

At the end of the discussion, the students will be able to:

● Describe and explain the bands or levels in Dale’s Cone of Experience, from direct
purposeful experiences at the base to verbal symbols at the peak.
● Create a learning activity plan that incorporates materials and experiences appropriate
to different levels of the Cone.
● Identify the different technologies to use on applying the Dane’s cone of experience

II. MOTIVATIONAL ACTIVITY:

AGREE OR DISAGREE

Direction:

“I Spy With My Little Eye”

● The class will be grouped into four.
● Each group will choose one spy in every round.
● The teacher will show a bulletin board with random objects, the teacher describes
objects according to their use.
● Each spy will choose the object described by the teacher on the bulletin board for 5
seconds
● The group who will correctly spot the object will gain one point.
● Then, they will classify them in which instructional context they belong to.
● The group with the highest points wins the game.
●
III. PRETEST

Choose the correct answer.

1. Who developed the Cone of Experience?

A) Benjamin Bloom
B) Edgar Dale
C) Jean Piaget
D) John Dewey
 2. The base of Dale’s Cone of Experience is characterized by:
A) Abstract experiences
B) Contrived experiences
C) Concrete experiences
D) Verbal symbols

3. According to Dale's Cone of Experience, learners remember the most by:

A) Reading and hearing
B) Watching and listening
C) Saying and writing
D) Doing

4. Which level of experience involves role-playing and dramatization?

A) Direct experience
B) Dramatized experience
C) Demonstrations
D) Verbal symbols

5. Which type of learning experience is at the most abstract level of the cone?
A) Visual symbols
B) Verbal symbols
C) Direct experience
D) Exhibits

IV. Introduction:

Dale's Cone of Experience is a learning model introduced by Edgar Dale in 1946 that
visually represents the progression of learning experiences from the most concrete to the most
abstract. The cone-shaped model arranges various types of learning experiences based on their
level of abstraction and the number of senses involved—from direct, purposeful experiences at
the base to verbal symbols at the top. It highlights that learners retain more information when
learning is more concrete and involves active participation.

V. DISCUSSION:

DALE's CONE of EXPERIENCE

Dale introduced the ‘Cone of Experience’. The Cone placed different educational media and
methods in a continuum from the most concrete experiences at the bottom to the most abstract
at the top.
When a learner moves from direct and purposeful experiences to verbal symbols, the degree of
abstraction gradually grows. And as a result, learners become spectators rather than
participants.

‘Corrupted Cone’ – Common Misconceptions

Dale intended to produce an intuitive model of the concreteness of various kinds of audiovisual
media. However, the model has been widely and frequently misunderstood and misused.

The Cone is often wrongly referred to as the ‘Cone of Learning’, ‘Learning Pyramid’ or
‘Remembering Cone’. What some refer to as the ‘corrupted cone’ is now widely misunderstood
as Dale’s Cone of Experience.

Mythical Retention Scores

As we can see from the illustrations, the corrupted model
purports to inform learners of how much people remember
based on how they receive information. According to it,
learners generally remember:
● 10% of what they read.
● 20% of what they hear.
● 30% of what they see.
● 50% of what they hear and see.
● 70% of what they say and write.
● And 90% of what do.

Misunderstood Application
Dale's Cone of Experience is often misunderstood as a hierarchy that ranks direct, concrete
experiences as superior to abstract audiovisual experiences. However, Edgar Dale himself
clarified that the Cone is a visual analogy showing the progression from concrete to abstract
learning, not a ranking of learning effectiveness. He warned against over-relying on concrete
experiences, as this can hinder meaningful generalization. The Cone should be seen as a
descriptive model to help educators understand different types of learning experiences, not as a
strict instructional guide or measure of learning superiority. This nuanced view emphasizes
balancing various learning experiences rather than favoring one over another.

The Cone Uncorrupted

● The base of the model is characterised by more concrete
experiences. These include direct experiences, contrived
experiences and dramatic participation.
 ● The middle of the Cone is slightly more abstract, where learners observe without action.
These experiences are less concrete than the lower levels, as learners do not interact
directly with the phenomenon.
● The peak of the Cone displays the most abstract experiences, which are represented
with limited degrees of realism by symbols. These include visual and verbal symbols,
like listening to the spoken word.

11. Verbal Symbols

Verbal symbols are highly abstract as they bear no physical resemblance to the objects or ideas
they stand for. In fact, these verbal symbols provide no visual representation or clues to their
meaning.

10. Visual Symbols

The other highly abstract level includes visual symbols, such as charts, maps, graphs and
diagrams that are used for conceptual representation. These visual symbols help to make just
about any reality into something easier to understand.

9. Recordings, Radio and Still Pictures

Edgar Dale first created this model in 1946. As such, he included the multimedia assets of his
time, such as recordings, radio and still pictures. In more modern terms, this level could include
photos, podcasts or audio file

8. Motion Pictures and 7. Educational Television

Motion pictures and television are similar mediums. They enable learners to process real-life
processes or events through on-screen recordings. For example, videos, animations and tv
programmes, which imply value and messages through moving pictures. These are abstract
experiences, as learners focus on observation instead of active participation.

6. Exhibits
This is the first level that opens the door for an expanded range of sensory and participatory
experiences

In fact, this level can be summarised as meaningful displays with limited handling. After all, most
exhibits are experiences that are for the eyes only. Yet, some exhibits include sensory elements
that can be related to direct purposeful experiences. These exhibits are specifically designed for
interactivity.

5. Study Trips/Field Trips

Study trips offer the sights and sounds of real-world settings. The main activity focuses on
observing from the sidelines, aside from occasional opportunities to participate. Participation
could include, for instance, hopping in a fire truck or milking a cow.
Similarly, field trips expand the social learning opportunities provided by online learning. As a
result, the learning experience is not limited to the traditional training setting but rather extended
to a more complex environment.

4. Demonstrations
A demonstration is a visualised explanation of facts, ideas or processes. They are a common
way to train employees or students, as they require relatively little preparation and resources.
After all, individuals observe a lot simply by watching others.
On top of that, demonstrations can include pictures, drawings, film and other types of media in
order to facilitate clear and effective learning. This approach helps to showcase how individuals
can complete these tasks in real life.

3. Dramatised Experiences
Dramatised experiences can be seen as role-play exercises. This means reconstructing
situations for learning purposes. As a result, the third level involves shifting learners — at least
some of them — from observers to active participants.

This enables learners to participate in reconstructed experiences that could give them a better
understanding of the idea or concept. In this manner, dramatising real-life experiences can help
learners to get closer to certain realities that are not easily available first-hand.

2. Contrived Experiences
The second level is called contrived experiences, which focuses on the ‘editing’ of reality. At this
level, teachers use representative models and mock-ups to provide an experience that is as
close to reality as possible.
This can make the concept easier to grasp. After all, some realities are far too complex to take
in all at once. As such, contrived experiences are imitations that sometimes teach better than
the realities they imitate.

1. Direct Purposeful Experiences

The bottom level of Dale’s Cone of Experience is also the least abstract. Direct purposeful
experiences are hands-on activities that grant us responsibility for driving a specific outcome.
We are active agents in the learning experience. In a sense, direct purposeful experiences are
an unabridged version of life itself.

The Cone in Learning And Development

In his 1969 version of Audiovisual Methods in Teaching, Dale introduced ‘rich experiences’.
According to Dale, effective learning environments should offer memorable and rich
experiences where learners can use multiple senses. He characterised rich experiences as
follow:
● Students use their eyes, ears, noses, mouths and hands to explore and immerse the
experience.
 ● Learners have the chance to discover new experiences.
● Training events are emotionally rewarding and will motivate participants to continue
learning throughout their lives.
● Students have the opportunity to reflect on their past experiences to create new
experiences.
● Learners get a sense of personal achievement.
● And students can create their own dynamic experiences.

Modern Learning Technology

Some of our modern forms of multimedia were not available when Dale created his Cone of
Experience. For instance, virtual reality and augmented reality are relatively new additions to
training. These inventions have the potential to showcase extremely realistic simulations that
help to create contrived learning experiences.

Similarly, some of the elements in Dale’s Cone, like educational television, are not as relevant
today as they were when Dale first created his model. But according to recent research, one
could easily update the Cone to tally harmoniously with modern technology.

Generalization:

VI. ACTIVITY

Essay Question:
"Discuss the significance of Edgar Dale's Cone of Experience in enhancing learning and
retention. Explain the different levels of the Cone and how they relate to the
concreteness and abstraction of learning experiences. In your essay, illustrate how
educators can apply the Cone's principles in 21st century learning strategies.”

VII. EVALUATION
I. Multiple Choice: Encircle the letter that best describe the

1. Which level of Dale's Cone of Experience involves the most concrete learning?
A) Verbal symbols
B) Direct purposeful experiences
C) Visual symbols
D) Study trips
2. What type of learning experience is watching a demonstration?
A) Contrived experience
B) Dramatized experience
 C) Observational experience
D) Verbal symbols
3. Role-playing best exemplifies which level?
A) Direct purposeful experience
B) Dramatized experience
C) Reading or hearing verbal symbols
D) Exhibits
4. The most abstract level of learning according to Dale’s Cone is:
A) Visual symbols
B) Verbal symbols
C) Contrived experiences
D) Direct purposeful experiences
5. Which type of experience would a field trip fall under?
A) Direct purposeful experience
B) Study trips
C) Verbal symbols
D) Contrived experiences

II. IDENTIFICATION

Identification: Match the description to the correct level of Dale’s Cone of Experience.

1. Learning by direct hand-on experience, involving multiple senses.

2. Watching someone demonstrate a skill or concept without direct participation.
3. Learning through reading or listening to verbal symbols only.
4. Participating in role-playing or dramatized experiences to simulate real-life situations.
5. Observing exhibits and displays to gain information.

References:

Cloke, H. (2024, March 15). Edgar Dale’s cone of experience. Growth Engineering.
[Link]

Prepared by: Noted by:

Angeline Nape ARIANE NEL G. SEDANO PhD (CAR)

BSED-ENGLISH Instructor