One kind of sensory experience is not necessarily more educationally useful than another sensory experiences are mixed and interrelated. Too much reliance on concrete experience may actually obstruct the process of meaningful generalization.

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.

The cone of experiences the closest to the real world was the first one in the bottom. It is the direct purposeful experiences. Which way is the farthest from the real world, in the basis sense most abstract? –The farthest and the most abstract are at the top of the cone which is the verbal symbols.

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.

In the last edition of Audiovisual Methods in Teaching (1969), Dale integrated Bruner’s (1966) three modes of learning into the Cone by categorizing learning experiences into three modes: enactive (i.e., learning by doing), iconic (i.e., learning through observation), and symbolic experience (i.e., learning through …

Which statement applies correctly to Edgar Dale’s “Cone of Experience”? Explanation: 358. “When more senses are stimulated, teaching and learning become more effective.” What is an application of this principle?

“From the rich experiences that our senses bring, we construct the ideas, the concepts, the generalizations that give meaning and order to our lives.” Direct experiences are firsthand experiences that serve as the foundation of learning.

WHY ARE THESE DIRECT EXPERIENCES DESCRIBED TO BE PURPOSEFUL? They are experiences that are internalized in the sense that these experiences involve the asking of questions that have significance in the life of the person undergoing the direct experience. It is done in relation to a certain learning objective.

Watch for future articles on ideas to inspire the necessary creativity and innovation, while teaching and learning specific skills. …

Contrived Experiences are substitutes of real things when it is not feasible to bring the real thing to bring the real thing to the class. These include models, mock ups, specimens, objects, simulations and games.

Graphic organizers are a helpful learning tool for students of all ages to organize, clarify, or simplify complex information—they help students construct understanding through an exploration of the relationships between concepts. Teacher-generated organizers are a useful scaffold to support student learning.

Contrived Experiences are edited copies of reality and are used as substitutes for real things when it is not practical or not possible to bring or do the real things in the classroom. It support teachers to become more effective in teaching. …

DRAMATIZED EXPERIENCES  Dramatized experiences can range from the formal plays, pageants, to less formal tableau, pantomime, puppets and role-playing. FORMAL PLAYS  Plays depict life, character, or culture or combination of all three. They offer excellent opportunities to portray vividly important ideas about life.

Teach Like You Mean It

1. Delve. Learn as much as you can about the context in which you will deliver your demonstration.
2. Design. Use what you learn from the committee to refine your topic.
3. Deliver. Most interviews include a short break before the teaching demonstration.
4. Deliberate.

Dramatized experiences can range from the formal plays, pageants to less formal tableau, pantomime, puppets and role playing. As instructional device, dramatic experiences can involve the entire group of students as speakers, actors, manipulators of figures and makers of script or puppets.

Under this experiences are formal plays, pageants, tableau, pantomime, puppets and role-playing. We may choose either one of them to make our lesson alive and interesting. It can make students move and engage to the activity wherein they may develop a collaborative learning by exchanging ideas and teamwork will occur.

We make use of contrived experiences to overcome limitation of space and time, to edit reality for us to be able to focus on parts or a process of a system that we intend to study and to overcome difficulties of size and finally to understand easily and effectively.

A method demonstration is a teaching method used to communicate an idea with the aid of visuals such as flip charts, posters, power point, etc. A demonstration is the process of teaching someone how to make or do something in a step-by-step process. As you show how, you “tell” what you are doing.

Here’s what I learned:

1. Make it simple. You will most likely have around 30 minutes for your demonstration (maybe up to 45, possibly as few as 20).
2. Teach what you know.
3. Be creative, but not too creative.
4. Practice with undergrads, not colleagues.
5. Bring syllabi—and hand them out.

With these tips, you can knock it out of the park.

1. Arrive Early. It’s always good to arrive early for an ESL demo class.
2. Bring Materials.
3. Do Your Research.
4. Focus on One Central Topic.
5. Be (or Appear) Confident.
6. Manage Your Time Well.
7. Don’t Lecture.
8. Let Your Personality Shine Through.

9 proven tips on how to give demo to client

1. Know your product.
2. Do the research.
3. Craft your offer.
4. Choose the best tool to connect with your prospect.
5. Have a plan.
6. Rehearsal is the key.
7. Confirm the call.
8. Before you start.