Woo hoo Sara Wertz! You have convinced me to keep the cone! (minus
percentages). What a great job you do with your tutor training!
wOO HoO!
M.E. McWilliams
AARC Tutoring Center Director
FACEBOOK US!
Stephen F. Austin State University
936 468 1439
The views and opinions expressed in this message are my own and do not
necessarily reflect the views and opinions of Stephen F. Austin State
University, its Board of Regents, or the State of Texas.
-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Sara Weertz
Sent: Friday, April 27, 2012 10:15 AM
To: [log in to unmask]
Subject: Re: Keep Using the Cone of Learning
Hi M.E.!
I understand the issue regarding percentages with Dale's Cone of Learning
and, still, I continue to use this model (albeit modified) in class and
workshops for one essential reason: it's an effective visual metaphor to
help introduce the different learning modalities AND the benefits of using
them. The Cone of Learning fits nicely into the topic of learning style
**preferences** and an introspective discussion on the whys behind those
preferences.
First, I use a Cone of Learning image that does not depict percentages.
(There are plenty on the internet from which to choose.) Second--and most
importantly--when I introduce the Cone of Learning, I tell students the
objective of the visual is NOT intended to place value on one learning
modality over another. I also stress the shape of the cone is NOT related to
comprehension, rather the degree or levels of learning experience when you
**combine** and **engage** a series of learning modalities (read practice).
In my Vanna White mode, I move from the top of the cone down toward the
bottom (uni-modal to multi-modal), talking about an increase in learning
with the more senses engaged. I use popular themes to guide the discussion.
For example, we live in Texas, so I ask students to explain how to barbeque
Texas-style (a learning scenario). Their descriptions always include
references to their sense of touch, smell, taste, movement.... They
remember and describe family reunions!
, kitchen scenes, hot grills, taste tests, cook-offs, and specific
ingredients. The students know Texas BBQ because it's something they've been
doing since they were knee high--they've had a lot of practice.
I also point out that college has a lot of lecture and students have to do a
tremendous amount of listening which, by the way, is at the top of the cone
and uni-modal. I stress that no matter how hard you listen, if hearing is
your only engaged learning modality, you will not comprehend very much, no
matter how fascinating the lecture, because it's the one and only time
you've experienced the material. With everything else going on in your life
(multiple lectures, labs, readings, work, family commitments, etc.), it's
highly unlikely you will remember much from that one lecture if all you do
is listen.
If, however, you read the assigned chapter before the lecture, take notes
during the lecture, talk about the lecture after class, research a question
or particular point from the lecture, and--you fill in the rest--you are
actively applying different senses/different modalities to the learning
experience. You are practicing. At the end of class I stress that if you
take one thing from today's lesson, it should be that all of the learning
modalities are indeed essential learning tools; however, used singularly (or
unilaterally) they are not nearly as effective as when used in combination
with other learning modalities, other senses.
sal
Sara Weertz
Executive Director, First Year Experience Program Angelo State University
Member, Texas Tech University System ASU Station #11004 San Angelo, TX
76909
(325) 942-2595 X-387
[log in to unmask]
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