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Which of the following teaching learning material will be at the top in cone of experience? 
  • a)
    Models 
  • b)
    Film strip 
  • c)
    Black-boards 
  • d)
    Words. 
Correct answer is option 'D'. Can you explain this answer?
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Which of the following teaching learning material will be at the top i...
By using words we can form and reform the sentences in many ways and teaching is also more effective by new words because students also want to learn something new
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Which of the following teaching learning material will be at the top i...
Explanation:


  • Edgar Dale's Cone of Experience: The cone of experience is a visual model that shows different types of learning experiences arranged hierarchically based on their concreteness or abstractness.

  • Words: Words are at the top of the cone of experience because they are the most abstract form of learning material. When learners read or listen to words, they have to construct their own mental images and understanding based on the text.

  • Models: Models are more concrete than words as they provide a physical representation of an idea or concept. Learners can see and touch models, which can help them better understand the concept being taught.

  • Film strip: Film strips are even more concrete than models as they provide a visual and auditory experience for learners. They can see and hear the content being presented, which can enhance their understanding and retention of the material.

  • Blackboards: Blackboards are also more concrete than words as they provide a visual representation of information. Teachers can use blackboards to write and draw diagrams to help explain concepts to students.


Therefore, in Edgar Dale's Cone of Experience, words would be at the top of the cone as the most abstract form of teaching learning material.
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Read the following passage carefully and choose the best answer to each question out of the five given alternatives.To teach is to create a space in which obedience to truth is practiced. Space may sound like a vague, poetic metaphor until we realize that it describes experiences of everyday life. We know what it means to be in a green and open field; we know what it means to be on a crowded rush-hour bus. These experiences of physical space have parallels in our relations with others. On our jobs, we know what it is to be pressed and crowded, our working space diminished by the urgency of deadlines and competitiveness of colleagues.But then there are times when deadlines disappear and colleagues cooperate when everyone has space to move, invent and produce with energy and enthusiasm. With family and friends, we know how it feels to have unreasonable demands placed upon us, to be boxed in the expectations of those nearest to us. But then there are times when we feel accepted for who we are (or forgiven for who we are not), times when a spouse or a child or a friend gives us space both to be and to become.Similar experiences of crowding and space are found in education. To sit in a class where the teacher stuffs our minds with information, organizes it with finality, insists on having the answer while being utterly uninterested in our views, and forces us into a grim competition for grades-to sit in such a class is to experience a lack of space for learning. But to study with a teacher who not only speaks but also listens, who not only gives answers but asks questions and welcomes our insights, who provides information and theories that do not close doors but open new ones, who encourages students to help each other learn-to study with such a teacher is to know the power of a learning space.A learning space has three essential dimensions: openness, boundaries and an air of hospitality. To create an open learning space is to remove the impediments to learning that we find around and within us: we often create them ourselves to evade the challenge of truth and transformation. One source of such impediments is our fear of appearing ignorant to others or to ourselves. The openness of a space is created by the firmness of its boundaries. A learning space cannot extend indefinitely; if it did, it would not be a structure for learning but an invitation for confusion and chaos. When space boundaries are violated, the quality of space suffers. The teacher who wants to create an open learning space must define and defend its boundaries with care because the pursuit of truth can often be painful and discomforting, the learning space must be hospitable. Hospitality means receiving each other, our struggles, our new-born ideas with openness and care. It means creating an ethos in which the community of truth can form and the pain of its transformation be borne. A learning space needs to be hospitable not to make learning painless, but to make painful things possible, things without which no learning can occur-things like exposing ignorance, testing tentative hypotheses, challenging false or partial information, and mutual criticism of thought.The task of creating a learning space with qualities of openness, boundaries, and hospitality can be approached at several levels. The most basic level is the physical arrangement of the classroom. Consider the traditional classroom setting with row upon row of chairs facing the lectern where learning space is confined to the narrow alley of attention between each student and teacher. In this space, there is no community of truth, hospitality or room for students to relate to the thoughts of each other. Contrast it with the chairs placed in a circular arrangement, creating an open space within which learners can interconnect. At another level, the teacher can create conceptual space-with words, in two ways. One is through assigned reading; the other is through lecturing. Assigned reading, not in the form of speed reading several hundred pages, but contemplative reading which opens, not fills, our learning space. A teacher can also create a learning space by means of lectures. By providing critical information and a framework of interpretation a lecturer can lay down the boundaries within which learning occurs.We also create learning space through the kind of speech we utter and the silence from which true speech emanates. Speech is a precious gift and a vital tool, but often our speaking is an evasion of truth, a way of buttressing our self-serving reconstructions of reality. Silence must, therefore, be an integral part of the learning space. In silence, more than in arguments, our mind-made world falls away and must also create emotional space in the classroom, space that allows feeling to arise and be dealt with because submerged feelings can undermine learning. In an emotionally honest learning space, one created by a teacher who does not fear to deal with feelings, the community of truth can flourish between us and we can flourish in it.Q.Conceptual space with words can be created by

Which of the following teaching learning material will be at the top in cone of experience?a)Modelsb)Film stripc)Black-boardsd)Words.Correct answer is option 'D'. Can you explain this answer?
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