THE CONE OF
EXPERIENCELesson 5
Prepared by
Brijida Charizma A Navarro
FOCUS QUESTION
bull What is the cone of experience
bull What is the sensory aid in the cone of
experience
bull What are its implications to teaching
THE CONE OF EXPERIENCE
bull Edgar Dale
bull Instructional media
8 MrsquoS OF
INSTRUCTION
8 MrsquoS OF INSTRUCTION
1 Milieu The Learning Environment
2 Matter
3 Method
4 Material
5 Media6 Motivation
7 Mastery
8 Measurement
ACTIVITY
bull Please refer on page 45
ABSTRACTION
ANALYSIS
bull Page 46
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
FOCUS QUESTION
bull What is the cone of experience
bull What is the sensory aid in the cone of
experience
bull What are its implications to teaching
THE CONE OF EXPERIENCE
bull Edgar Dale
bull Instructional media
8 MrsquoS OF
INSTRUCTION
8 MrsquoS OF INSTRUCTION
1 Milieu The Learning Environment
2 Matter
3 Method
4 Material
5 Media6 Motivation
7 Mastery
8 Measurement
ACTIVITY
bull Please refer on page 45
ABSTRACTION
ANALYSIS
bull Page 46
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
THE CONE OF EXPERIENCE
bull Edgar Dale
bull Instructional media
8 MrsquoS OF
INSTRUCTION
8 MrsquoS OF INSTRUCTION
1 Milieu The Learning Environment
2 Matter
3 Method
4 Material
5 Media6 Motivation
7 Mastery
8 Measurement
ACTIVITY
bull Please refer on page 45
ABSTRACTION
ANALYSIS
bull Page 46
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
8 MrsquoS OF
INSTRUCTION
8 MrsquoS OF INSTRUCTION
1 Milieu The Learning Environment
2 Matter
3 Method
4 Material
5 Media6 Motivation
7 Mastery
8 Measurement
ACTIVITY
bull Please refer on page 45
ABSTRACTION
ANALYSIS
bull Page 46
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
8 MrsquoS OF INSTRUCTION
1 Milieu The Learning Environment
2 Matter
3 Method
4 Material
5 Media6 Motivation
7 Mastery
8 Measurement
ACTIVITY
bull Please refer on page 45
ABSTRACTION
ANALYSIS
bull Page 46
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
ACTIVITY
bull Please refer on page 45
ABSTRACTION
ANALYSIS
bull Page 46
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
ABSTRACTION
ANALYSIS
bull Page 46
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
ANALYSIS
bull Page 46
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
THE CONE OF EXPERIENCE
A visual model a pictorial device that presents
bands of experience arranged according to the
degree of abstraction and not of difficulty
The farther you go to the bottom of the cone the
more abstract the experience
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
HOW ARE THE EXPERIENCES
OF REALITY ARRANGED IN
THE CONE OF EXPERIENCE
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
-The individual bands of the Cone of Experience
stand for experiences that are fluid extensive
and continually interact
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Which is
closest to the
real worldWhich is
farthest
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Pinaccle ndash farthest from the real world
Base ndash closest to the real world
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Is the basis of the arrangement of
experiences difficulty of experience or
degree of abstraction (amount of
immediate sensory participation
involved)
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Arranged according to the degree of
abstraction not on degree of difficulty
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Do the bands of experience
follow a rigid inflexible
pattern Or is it more
correct to think that the
bands of experience in the
Cone overlap and blend
into one another
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
- Should not be taken literally
- Flexible arrangement
- Sometimes overlap and blend into one another
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Should we move from
base to
pinnacle
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
ldquoNo We continually shuttle back and forth
among the various kinds of experiencesrdquo
- Experience that is most appropriate to the
needs and abilities of learner
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Is one kind of
sensory experience
more useful
educationally than
another
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
One kind of sensory experience is not
necessarily more educationally useful than
another
Mixed and interrelated
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Can we overemphasize
the amount of direct
experience that is
required to learn a new
concept
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Too much reliance on one experience may
obstruct the process of meaningful
generalization
Striking balance between concrete and
abstract
Direct participation + symbolic expression
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Is the
upper level
of the
Cone for
me
Or for her
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
ldquoBoth old and young shuttle
in a world of the concrete
and abstractrdquo
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
What
Is
the
Cone
of
Experience
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
THE CONE OF EXPERIENCE
The Cone of Experience is presented
in its inverted form such that the base
is broader than its apex It is made up
of eleven bands which are arranged in
an increasing degree of abstractions
as one move from the base to the apex
as follows
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
based on the relationships of various
educational experiences to reality (real life) and
the bottom level of the cone direct purposeful
experiences represents reality or the closest
things to real everyday life
The opportunity for a learner to use a variety or
several senses (sight smell hearing touching
movement) is considered in the cone
Principles on the cone of Experience
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Direct experience allows us to use all senses
Verbal symbols involve only hearing
The more sensory channels possible in
interacting with a resource the better the
chance that many students can learn from it
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Each level of the cone above its base moves a
learner a step further away from real- life
experiences so experiences focusing only on
the use of verbal symbols are the
furthest removed from real life
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Motion pictures (also television)
is where it is on the cone because
it is an observational experience
with little or no opportunity to
participate or use senses other
than seeing and hearing
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Contrived experiences are ones that are highly
participatory and simulate real life situations or
activities
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
VERBAL SYMBOLS
principal medium of communication
bear no physical resemblance to the objects or ideas for which they stand
may be a word for concretion idea scientific principle formula or philosophic aphorism
Written words
Word idea formula
Disadvantage highly abstract
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
VISUAL SYMBOLS
chalkboardwhiteboard flat maps diagrams charts
fits the tempo of presentation of idea topic or situation
very easy to procure and prepare
Limitations lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
RECORDINGS RADIO STILL PICTURES
Visual and auditory
attention ndash getting particularly projected views
concretized verbal abstraction
Limitations size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
TELEVISION AND MOTION PICTURES
a solution to time and space constraints
provides ldquowindows to the worldrdquo
effective for presenting movement continuity of ideas or events
substitute for dangerous direct learning experiences
Limitations
Expensiveviewing problems timing with classroom lessons misconceptions about time size and ideas
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
EXHIBITS
present objects or processes otherwise impossible
inside the classroom
exposure to new ideas discoveries inventions
Reconstruct the past
problems that may be
encountered
too little space
time ndash consuming
maintenance
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
STUDY TRIPS
undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom
a rich experience in learning about objects systems and situations
Disadvantages
time-consumingexpensiveexposure to danger accidents inadequacy of the communityrsquos resources
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
DEMONSTRATIONS
visualized explanation of an important fact or idea or process
may require nothing more than observation or students may be asked to do what has just been shown how to do
Disadvantages
ideas or processes might not be interpreted or conceived very well visibility to all learners
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
DEMONSTRATION
visualized explanation of an important fact
idea or process by the use of photographs
drawings films displays or guided motions
Showing how things are done
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
DRAMATIZED EXPERIENCES
help get closer to certain realities that are no longer available at first hand
stirring and attention getting
participant learns to understand intimately the character he portrays
teaches cooperative work
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
DISADVANTAGES
time consuming
without commensurate results
participation is limited to few individuals
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
CONTRIVED EXPERIENCES
an ldquoeditingrdquo of reality
substitutes for confusing or unmanageable first ndash hand experiences
easier to handle manipulate or operate
Disadvantagessimplification leads to misconceptions
distorted views and incomplete pictures of reality no freedom to handle expensive or fragile models mock ndash ups specimens etc
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
DIRECT PURPOSEFUL EXPERIENCES
unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Learning by doing
not all things can be learned through direct first hand experiencing
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
What are the
learning aids found
in the cone of
experience
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
LEARNING AIDS
Models mock ups
Photographs drawings films displays
Guided motions
Working models
Charts posters
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Tv
Motion pictures
Visual and auditory devices
Maps
diagrams
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
3-TIERED MODEL OF LEARNING
Jerome S Bruner
Every area of knowledge can be presented and
learned in three distinct steps
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
THIRD THROUGH A SERIES OF
SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
BRUNERrsquoS THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HE
NC
E I
NC
RE
AS
ING
DIF
FIC
ULT
Y
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
bullThe BRUNERrsquoS THREE-FOLDANALYSIS suggests
-that learning is more impressive ifone proceeds from the concrete toabstract or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
THREE ndashFOLD ANALYSIS OF EXPERIENCE
BY JEROME BRUNER
ENACTIVE- refers to the direct or actual experiences or encounter with what is This is a life on the raw rich and unedited They form the bases for all other learning experiences
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
ICONIC- Refers to the more abstract experiences which could be in the form of picture
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
SYMBOLIC- refers to the use of the words or printed materials which no longer resemble the subject under study
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h
Activity on page 52-53
SUM UP
-Edgar Dalersquos Cone of Expression
-Pitfalls that we of should avoid
1 using one medium in isolation
2 moving to the abstract without an adequate
foundation of concrete experience
3 getting stuck in the concrete without moving
to the abstract h