The Learning Pyramid has several different names such as a Learning Cone, Pyramid of Retention, Cone of Learning, Pyramid of Learning and even Cone of Experience.
It was first time this concept appeared was in 1954 in a book called the Audio-Visual Methods in Teaching, expounding on the model that was first developed by the National Training Laboratories in Bethel, Maine.
The learning pyramid describes varying learning/teaching methodologies and the retention rates of information from these methodologies. For instance, if a teacher uses only a lecture method of instruction, their students will only retain 5% of the information.
Of course, the best option is to always combine several methodologies to increase retention rates!
The best option for instructors and mentors alike is to use those methodologies that fall within the active learning methods – or participative learning. These methods are those that are going to require more application and hands-on activities. Notice that these types of teaching methodologies result in a higher rate of retention.
Lecture
Lecture is the most ineffective learning method. Why? Because simply the student attends and sits back. Passive. Very passive. The information is given but not being required to show any digestion of the knowledge or application. On the other side, recall that auditory learners (VAK Learning Style) prefer this method. Also, it is the most effective way to get a lot of information to students quickly.
Reading
In 1992, Neil Fleming with the aid of Coleen Mills added the ‘R’ to the VAK model, inserting Reading/Writing. Despite this addition to their learning theory, reading still remains one of the most ineffective learning methods at a probable retention rate of only 10%! This retention rate may be higher if the learner possesses a visual learning preference. Also, there are reading strategies that aid in information retention – such as annotated reading.
Audiovisual
In a world of screens, this method has increased exponentially since 1954 when Learning Pyramid was first designed. Individuals are consistently bombarded with audiovisual learning opportunities -social media, YouTube, online learning and more. This is an area that simply keeps growing and developing. The essential element for an instructor who uses this medium is to also include active learning options as well.
Demonstration
Demonstration is simply when the instructor provides observers or students with a task to watch. This option is the first in the active learning methodologies mentioned in the Learning Pyramid. This is also the first step in the methodologies used in apprenticeships and on the job training (OJT) – see one, do, one, teach one. Demonstration is especially effective when learning confusing practices or in a procedural situation. For instance, can you imagine teaching driver’s education without demonstration?
Discussion
Cooperative learning, the formal term for discussion, is breaking up a larger group of people into smaller groups for greater learning opportunities. This promotes learning. As noticed on the Learning Pyramid, it also brings a greater retention factor and develops higher critical thinking skills. Discussion stimulates thinking and promotes engagement.
Practice
Practice is the hands-on approach to learning. It is a vital and extremely valuable methodology to put new information into practical application. By using practice, individuals are able to develop higher critical thinking skills and learn the knowledge in greater depth; Therefore, increasing the retention rate.
Teach Another
This is the highest form of retention on the Learning Pyramid. It is also the pinnacle of the see one, do one, teach one model. To teach a concept to another, an individual has to have a mastery of a topic including the general concept and supporting details. This type of teaching leads to the greatest retention rates at a full 90%!
Criticism
The greatest criticism of the Pyramid of Learning is that the original data was lost. Therefore, there are no records of research to support the validity or to be able to test the quality of the data. Questions have risen about the sampling, parameters, data validity, etc.
Whether or not the data or retention rates have correct values is not as important as recognizing how this information can be used in teaching, instruction and training. Focus on those instructional strategies that reinforce active learning. Use multiple methods – For instance, if you have to get a lot of information to individuals quickly, the lecture may be the best option. But if it is combined with discussion group later, the retention rates will soar!
The learning pyramid clearly and visually demonstrates the best methodologies for learning and retention. Recall that as you develop instructional strategies that you utilize more active learning opportunities to actively engage your learners.
Sources:
Cooksey, A. (2017). See One, Do One, Teach One. Journal of American Association of School Librarians. Retrieved from https://knowledgequest.aasl.org/see-one-one-teach-one/
Fleming, N.D. & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11, 137-155.
Lalley, J. P. & Miller, R.H. (2007). The learning pyramid: Does it point teachers in the right direction? Education 128(1) 64-79.
Letrud, K. (2012). A rebuttal of NTL Institute’s learning pyramid, Education (133) 117–124.
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