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

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

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

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

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

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

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

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

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 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

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