Demonstration Teaching – Content for Report (Group 5)

INTRODUCTION
Aims of Demonstration Method (Objectives)
 To teach a skill, concept or principle
 To demonstrate delicate work involving careful manipulations
 To achieve psychomotor and cognitive objectives

 Like role playing and pantomime of the dramatized experiences demonstration is also
something very handy.
 It requires no elaborate preparation and yet as effective as the other instructional materials
when done properly.
Demonstration teaching is anchored on the ff. principles:
 Learning by doing
 Skills can be developed by imitation
 The perception helps in imitation

DISCUSSION
What then is a demonstration?
 In teaching it is showing how a thing is done and emphasizing of the salient merits, utility
and efficiency of a concept, a method, or a process or an attitude.
In demonstration method,
 the teacher is called the demonstrator and must possess the technical know-how
 He is concerned that the learner understands the logical step-by-step procedures in
doing the job, the principles that apply, and the related information
 The presenter shows how a process is done while the students become observers - the
best way to teach "how" is to "show how".
Guiding Principles (Edgar Dale 1969)
1. Establish rapport
 Greet your audience.
 Make them feel at ease by your warmth and sincerity.
 Stimulate their interest by making your demonstration and yourself interesting.
 Sustain their attention.
2. Avoid COIK Fallacy (Clear Only If Known)
What is this fallacy?
Fallacy is the assumption that what is clear to the expert demonstrator is also clearly
known to the person for whom the message is intended.
To avoid the fallacy, it is best for the expert demonstrator to assume that his audience
knows nothing or a little about what he is intending to demonstrate for him to be very
thorough, clear detailed in his demonstration even to a point of facing the risk of being
repetitive.
3. Watch for key points.
What are key points? Dale (1996) says, “they are the ones at which an error is likely to
be made, the places at which many people stumble and where the knacks and tricks of
the trade are especially important”. The good demonstrator recognizes possible
stumbling blocks to learners and highlights them in some way. What are usually
highlighted are the “don’ts” of a process or strategy.

In planning and preparing for demonstration, Brown (1969) suggests methodical procedures by
the ff. questions:

Planning and Preparing for Demonstration-Brown (1969)

1. What are our objectives?
2. How does your class stand with respect to these objectives? This is to determine entry
knowledge and skills of your students.
3. Is there a better way to achieve your ends? If there is a more effective way to attain your
purpose, then replace the demonstration method with the more effective one.
4. Do you have access to all the necessary materials and equipment to make the
demonstration? Have a checklist of necessary equipment and material. This may include
written materials.
5. Are you familiar with the sequence and content of the purposed demonstration? Outline
the steps and rehearse your demonstration.
6. Are the time limits realistic?
Dale (1969) gives several points to observe during demonstration:

Point to Observe in the Demonstration-Dale (1969)

1. Set the tone for good communication. Get and keep your audience’s interest.
2. Keep your demonstration simple.
3. Do not wander from main ideas.
4. Check to see that your demonstration is being understood. Watch your audience for
signs of bewilderment, boredom, or disagreement.
5. Do not hurry your demonstration. Asking questions to check understanding can serve as
a “brake”.
6. Do not drag out demonstration. Interesting things are never dragged out. They create
their own tempo.
7. Summarize as you go along and provide a concluding summary. Use chalkboard, the
overhead projector, charts diagrams, PowerPoint and whatever other materials are
appropriate to synthesize your demonstration.
8. Hand out written materials at the conclusion.

Questions to Evaluate Classroom Demonstration (Dale 1969)

 Was your demonstration adequately and skillfully prepared? Did you select
demonstrable skills or ideas? Were the desired behavioral outcomes clear?
 Did you follow the step-by-step plan? Did you make use of additional material
appropriate to your purposes- chalkboard, felt board, pictures, charts, diagrams, models,
overhead transparencies, or slides?
 Was the demonstration itself, correct? Was your explanation simple enough so that most
of the students understood it easily?
 Did you keep checking to see that all your students were concentrating on what you
were doing?
 Could every person see and hear? If a skill was demonstrated for imitation, was it
presented from the physical point of view of the learner?
 Did you held students do their own generalizing?
 Did you take enough time to demonstrate the key points?
 Did you review and summarize the key points?
 Did your students participate in what you were doing by asking thoughtful questions at
the appropriate time?
 Did your evaluation of student learning indicate that your demonstration achieved its
purpose?
Advantages:
 Involves various senses that make learning permanent
 Teacher invites cooperation of pupils
 Develop interest and motivation for active participation
 Helps achieve psychomotor objectives
 Increases leadership and self-confidence among demonstrators

Disadvantages
 Can only be used in skills subject
 Only the attention of the learners is invited towards the activity demonstrated.
 Due to poor economic condition of the government schools, there is scarcity of audio-
visual aids and equipment

Additional tips
 An effective demonstration should be given in a minimum of time--no longer than about
15 minutes.
 The presenter should be aware of the activities of each member of the workshop/class
 As the learners work individually, the presenter should move quickly from one learner to
another
 If a number of learners are having difficulty in learning a skill, the demonstration should
be repeated.
 The learners who have mastered the skill may assist the presenter with those who have
not.

Summing Up
A good demonstration is an audio-visual presentation. It is not enough that the teacher talks. To
be effective, his/her demonstration must be accompanied by some visuals.
To plan and prepare adequately for a demonstration we first determine our goals, the materials
we need, our steps, and rehearse.

Tell me and I forget.

Teach me and I remember.
Involve me and I learn.

Benjamin Franklin
References:
https://www.slideshare.net/renalynespinola1/lesson-10-demonstration-in-teaching?
fbclid=IwAR3OV_RpmdU808udRCoaxnwfhM9qLwPVrZfZMMuMMKd2Mp5FV0GAp7xrXCA
https://www.slideshare.net/GinalynComendador/demonstration-method-73473533?
fbclid=IwAR23fO5NwnLDzfmNdVdKzWPRQlU8mNn8RgY7VH2qY8NmjSL0T3ARLMyOSzE
http://dctedtech1sy1617.blogspot.com/2016/08/lesson-10-demonstration-teaching.html
https://www.slideshare.net/renalynespinola1/lesson-10-demonstration-in-teaching