DEMONSTRATION IN TEACHING

Take-off/ Motivation:

Describe what happens when:

 You are invited to a demonstration of a new product
 You join activists in a demonstration or rally
 A master teacher is asked to do demonstration teaching on a teaching strategy

Take Action

Prepare your demonstration teaching with your field of specialization through a video presentation
following the several points to observe given by Dale (1969). Have it a 15-minute presentation. This
will be part of your final examination.
Criteria:
Content (Lesson Plan)-60%
Quality (Audio/Video)-30%
Time Frame-10%
100%

Self-check

Why demonstration is called audio-visual explanation? (10 points)

Demonstration is known as audiovisual explanation because the term "audiovisual explanation" refers
to the utilization of both audio or spoken and visual presentation. Teachers' verbal instruction is
insufficient for learners to learn. However, with the help of technology, we can employ efficient audio
visual aids in the classroom.
Self-reflect

As a future educator, how will you simplify your demonstration? (10points)

As future educator, we have a lot on our hands every day, thus being able to simplify our
demonstration will be beneficial. Teaching is a vital profession. We strive to teach our students what
they need to know for the next grade level, as well as how to be decent people.
 Make it simple
Your demonstration will most likely last about 30 minutes (maybe up to 45, possibly as few
as 20). Less is more in this case. Be brutally honest with yourself (and solicit feedback from
others) about how long a short (short!) talk or conversation will take. Anticipate that you will
feel apprehensive and devise a strategy for slowing yourself down. Resist the need to do as
many tasks as possible in order to display how good you are at this.
Also, have a backup plan in place. Just because what you provide is straightforward does not
imply that your strategies must be as well. Be prepared for an activity to fail or for students to
be unresponsive.  If students didn't want to talk, I intended to have them scribble thoughts on
index cards and then select a couple to read aloud. Alternatively, you may use “think, pair,
share” to encourage students chatting to each other in front of the entire class.
 Teach what you know
While a teaching demonstration is an opportunity to demonstrate that you will engage
students and provide fascinating classes to the life of the department, it is also an opportunity
to determine which of your talents you will bring to their classrooms. This implies two things.
First, select a topic that you are well-versed in. This will not always be feasible.
Second, I'm not suggesting that you "simply be yourself" throughout the teaching
demonstration. Instead, you must be honest with yourself about what you are and are not
excellent at in the classroom. If you aren't adept at getting students to talk, don't plan your
 teaching demonstration around a 20-minute, large-group text analysis. However, if you are
skilled at developing small-group activities that encourage students to interact with one
another, go ahead and do so.
 Be creative, but not too creative.
We're all proud of the uber-creative moments we've had in the classroom—those carefully
devised ideas that work like magic. However, you knew your students, which contributed to
the charm. You spent time (at least weeks, maybe months) in the classroom establishing
rapport. That is not available at a teaching demonstration.
What you do have is 20-40 minutes to demonstrate your ability to be both innovative and
productive in the classroom. So be inventive, but not overly so. Be remembered for your
diligence in crafting a quality lesson, rather than your craziness. I admit that this is a fine line.
I brought a few of ice cube trays with me to one of my teaching demos and urged students to
come up with as many various applications for the blue items as they could without
generating ice (I was making a point about changing perspectives). Because of how members
of the search committee characterized their teaching approaches, I had a feeling it would
work.