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    Come of Experience 2

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    Kaye Olar del Rosario
    The document discusses Edgar Dale's Cone of Experience model for organizing learning experiences from concrete to abstract. It provides analysis questions about how experiences are arranged in the cone, which end is most abstract, whether the cone implies a systematic progression, and how overemphasis on direct experience could impact learning. The document also applies the cone concept by asking how a teacher could use it to maximize learning and reflecting on personally meaningful learning experiences.

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    Come of Experience 2

    Uploaded by

    Kaye Olar del Rosario
    11 views2 pages
    The document discusses Edgar Dale's Cone of Experience model for organizing learning experiences from concrete to abstract. It provides analysis questions about how experiences are arranged in the cone, which end is most abstract, whether the cone implies a systematic progression, and how overemphasis on direct experience could impact learning. The document also applies the cone concept by asking how a teacher could use it to maximize learning and reflecting on personally meaningful learning experiences.

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    COME-OF-EXPERIENCE-2

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    The document discusses Edgar Dale's Cone of Experience model for organizing learning experiences from concrete to abstract. It provides analysis questions about how experiences are arranged in the cone, which end is most abstract, whether the cone implies a systematic progression, and how overemphasis on direct experience could impact learning. The document also applies the cone concept by asking how a teacher could use it to maximize learning and reflecting on personally meaningful learning experiences.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    11 views2 pages

    Come of Experience 2

    Uploaded by

    Kaye Olar del Rosario
    The document discusses Edgar Dale's Cone of Experience model for organizing learning experiences from concrete to abstract. It provides analysis questions about how experiences are arranged in the cone, which end is most abstract, whether the cone implies a systematic progression, and how overemphasis on direct experience could impact learning. The document also applies the cone concept by asking how a teacher could use it to maximize learning and reflecting on personally meaningful learning experiences.

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    © All Rights Reserved
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    of 2

    CIT COLLEGES OF PANIQUI FOUNDATION, INC.

    Burgos St. Pob. Norte, Paniqui, Tarlac – Philippines


    College of education
    School Year 2023-2024

    Tamayo, Jessierey Ventenilla


    BSED 3D

    ACTIVITY

    The Cone of Experience is a visual


    model proposed by educational theorist
    Edgar Dale to represent the continuum
    of learning experiences, ranging from
    direct, purposeful experiences to
    abstract, symbolic experiences. It is
    shaped like an inverted cone, with the
    Abstract
    most concrete experiences at the bottom
    and the most abstract at the top.

    Iconic
    CONE OF EXPERIENCE

    Enactive

    Verbal Symbols Verbal Symbols


    Demonstration

    ANALYSIS

     How are the experiences of reality organized in the Cone of Experience?


    The experience of reality are arrange in the coned of experience from concrete, active to the least tangible one. The
    more concrete the learning experiences are, the more senses are involved – seeing , hearing, tasting, touching, and
    feeling.

     Which way is farthest away from real world, in this sense, most abstract?
    The farthest and the most abstract are the top of the cone.

     Is the basis of arrangement of experiences difficulty of experience or amount of abstraction (the


    amount of immediate sensory participation involved)?
    The basis of arrangement of experiences is the degree of abstraction. Cone of experience is a visual representation of
    learning.

     Does the Cone of Experience design mean that all teaching and learning must move systematically
    from base to pinnacle?
    Yes, as Edgar Dale’s Cone of Experience serves as guide to have a better process of learning which indicates all
    possible ways on how children and teachers acquire knowledge and information.

     Can you overemphasize the amount of direct experience that is required to learn a new concept?

    Learning by doing, that is also a direct experience in which we do something that is necessarily bring a new concept
    for which we get the result of everything we do so the next time we do it again, we already identify the things we must
    do from things we must not do.

     How can you, as a future teacher, can use the Cone of Experience to maximize learning?
    As a future educator, I must say that the Cone of Experience is very useful to acquire learning. All the possible ways to
    get information and knowledge are all here in this model. In real life learning settings, we do encounter each
    categories of Cone of Experiences to learn. To maximize learning we may follow what’s Cone of Experience is all
    about, this will serve as our guide to create, formulate, widen, and share something that are very useful for learning.

     Identify the bands of Cone of learning that belong to passive and active learning categories

    Passive Active
    Reading Participating in discussion
    Hearing words Giving a talk
    Looking at pictures Doing a dramatic representation
    Watching a movie Stimulating the real experience
    Looking at an exhibit Doing the real thing
    Watching a demonstration
    Seeing it done on location

    APPLICATION

    A. Reflect on the following questions.

    1. Think about your most unforgettable learning experience. How was it (or how was it not) a “rich
    experience” as defined by Dale?

    The moment i learn makes it unforgettable because as human beings our role is to learn and keep on learning.
    Every things that i learned is considered as a rich experience and so useful, I know that as we go age, we are
    the ones who have teach youngsters about the things we already know that serves as guide to them.

    2. Dale thought a rich experience would be “emotionally satisfying” and “motivate to read throughut their
    lives.” Describe an experience you’ve had that has been emotionally satisfying and inspired you to
    continue learning throughout your life.

    As a student of education reading is very useful, it makes you and your mind satisfy as well knowing that by reading,
    you learn more and the fact that you follow and understand the discussion inside the class that is about a lesson that
    you have read makes you really satisfied.

    3. Why does Dale recommend the teacher to maximize their time by giving practical and abstract
    opportunities to teach?

    I think the reason why Dale recommends that teachers maximize their time by giving practical and abstract
    opportunities to learn is because in that way, student may develop their creativity, growth, skills and their cognitive
    thinking as well as critical thinking. Learning in a way that has no visual representations will develop on how they
    visualize things.

    4. How does this instructional tool increase Textbook information?


    Instructional tool increase Textbook information by using different ways or strategies to articulate, teach, and stimulate
    learning, it includes visual representations, audio and many more that came from Textbooks.

    ANALYSIS

    1. Describe the Content Knowledge (CK), Pedagogy Knowledge (PK), Technology Knowledge that the
    teacher used in designing the lesson?

    The teacher designed the lesson using TPACK in which he or she discusses the lesson and afterwards, he let the
    students learn a lesson with their classmates and on their own as well using technology which they can use for their
    research.

    2. How is the Pedagogical Content (PCK) element of the lesson articulated?

    Teacher articulate the lesson successfully for they use their unique style of teaching in relating to the lesson and
    asking students on what they are found while discussing the lesson to one another.

    3. How is the Technological Content Knowledge (TCK) of the lesson formulated?

    The teacher use the TCK in designing the lesson obviously in learning activities in which the students will use
    technology for their research so therefore, they can apply the Technology Content Knowledge (TCK).

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