SEMINAR

ON
DEMONSTRATION METHOD OF
TEACHING

SUBMITTED TO: SUBMITTED BY:

MRS. RUCHI CHAUHAN DEEPAK KUMAR SAMPSON

ASSOCIATE PROFESSOR M.Sc [NURSING] 1ST YEAR,

SSBCON SSBCON

HARIDWAR HARIDWAR

SUBJECT: NURSING EDUCATION

SUBMITTED ON: 22:08:2018

 INDEX
CONTENT PAGE NO

Teaching strategies and method

1. Introduction 3
2. Definition 3
3
3. Objectives
3
4. Characteristics of teaching strategies 4
5. Difference between methods strategies 4
6. Triad of teaching learning process 5
7. Classification of teaching strategies 5

Demonstration method
8. Introduction 5
5
9. Definition
5
10. Guidelines for good demonstration 6
11. Characteristics of demonstration 6
12. Steps to demonstrate psychomotor skill 7
13. Before demonstration 7
14. During the demonstration 7
15. After the demonstration 7
7
16. Common errors in demonstration
7
17. Advantages 7
18. Disadvantages 8
19. Demonstration in nursing education 8
20. Techniques for the demonstration
Teacher responsibilities
Students responsibilities
9
21. Summary 9
22. Conclusion 9
23. References
 TEACHING STRATEGIES AND METHODS

INTRODUCTION:

The term strategy in its simple meaning stands for the type of strategy used by the
teachers in carrying out their teaching or instructional job. The word “strategy derived from the
Greek word ‘strategia ’ which may defined as plans and specific ways devised and employed for
the realization of a goal. Teaching is a purposeful activity performed by the teacher for guiding,
directing and showing the right path to the learners in their pursuit for the realization of the set
teaching learning objectives.

DEFINITION

Teaching” strategy is a generalized plan for lesson which include structure, desired learner
behavior in terms of goals in instruction and an outline of planned tactics necessary to implement
the strategy”.e stones and metisis[1972].

OBJECTIVES

 To ensure that certain learning will be acquired in as brief a period as possible.

 To induce students to engage in exchange of ideas.
 To minimize the number of wrong response on the students attempt to as concept,
principle etc.

CHARACTERISTICS OF TEACHING STRATEGIES

 Developing the desire to do work with the highest measures of efficiency of which one is
capable.
 Developing the capacity for clear thinking.
 To expand the range of students desires and interests.
 Providing opportunities to students to apply practically the knowledge that has been
acquired by them.
 Provide numerous opportunities of participation in freely accepted and activities in which
discipline and cooperation are constantly in demand.
 To transform present bookish school into work school or activity school or college.
 Quickening of interest and training in efficient techniques of learning.
 To train the students in the art of study. They should train the students in the use of
reference material such as table of contents and index in books of intelligence.
 To be such as they balance the claims of individual work with cooperation and group
work.
 DIFFERENCE BETWEEN METHODS AND STRATEGIES.
Teaching method
 A teaching method stands for the effective
presentation of the specific contents of a
subject in such as ways as may be properly
grasped and understood by the students.
 The term method relatively an old term is
related with pedagogy.
 The nature of the subject matter decides the
selection of a method for carrying out
teaching task.
 A teaching method is based on the
assumption that teaching is an art.
 The effectiveness of a teaching method is
evaluated in terms of mastery over the
subject matter by using achievement test
 In teaching strategy emphasis is laid over
teaching activities for the proper
organization of teaching-learning
environment
 The steps taken in teaching method are
quite rigid and fixed. Generally it is
difficult in the style and steps represented
by the method
TRIAD OF TEACHING LEARNING PROCESS:
Teaching Learning objective
Learner
Teaching strategy
 Teaching strategy stands for the creation of
appropriate teaching learning environment
leading to help the students in the realization
of the set teaching learning objectives
 The term strategy in relatively a new term
belonging to military science and educational
technology
 Nature of teaching learning objectives is the
deciding factor for the selection of suitable
teaching strategy.
 A teaching strategy assumes that teaching is
science and quite technical in nature
 The effectiveness of teaching strategy is
evaluated in terms of the realization of the set
objectives by using criterion reference test
 In teaching strategy emphasis is laid over
teaching activities for the proper organization
of teaching learning environment
 Teaching strategy is quite flexible. In its
application it is always subjected to
modification and in the interest of the best
realization of the set objectives in the present
circumstances
Teaching Strategy
CLASSIFICATION OF TEACHING STRATEGIES:

AUTOCRATIC DEMOCRATIC NURSING

Lecture Group discussion Lecture
Demonstration Question- Strategy Demonstration
Tutorial Discovery or Heuristic Discussion
Narration Problem solving Problem discussion
Description Project Project method
Explanation Independent Simulation
Illustration Homework Role play
Programmed Drill / Practice Self instruction module
Role-Playing Execution Micro teaching
Employing audio-visual aids Laboratory
Brain storming Seminar
Sensitivity training strategy Field trip
Computer assisted method Programmed instructional learning
Team teaching
Workshop
Computer
Questioning
Self instructional activities

DEMONSTRATION METHOD
INTRODUCTION:

A demonstration is useful either by itself or accompany of formal or informal talk in the

classroom, laboratory or clinical area

DEFINITION:

1. A demonstration can be defined as visualized, explanation of facts, concepts and

procedures.
2. It is physical display of the form, outline or a substance of object or events for the purpose
of increasing knowledge of such objects or events
3. It can be defined as visualized explanation of facts and procedures and the involvement of
showing what and how
4. Demonstration is relatively uncomplicated process in that it does not require extensive verbal
elaboration

GUIDELINES:

1. It should be planned and rehearsed by the teacher beforehand.

2. The equipments used for the demonstration must be visible for the whole class.
3. Adequate lighting arrangements be made on demonstration table and a proper background
table need to be provided
4. All the equipments are placed in order before starting the demonstration. The equipments
likely to be used should be placed in the left hand of the table and it should be arranged in the
same order in which it is likely to be used
5. Before the demonstration a clear statement about the purpose of demonstration be made to the
students
6. The teacher make sure that the demonstration method leads to active participation of the
students in the process of teaching
7. The demonstration should be quick and slick
8. The demonstration should be interesting so that it captures the attention of the students
9. The active participation of the students the teacher may call individual student in turn to help
for the demonstration processing
10. The teacher should write the summary of the principles arrived at because of demonstration on
the blackboard. It is used for drawing the necessary diagram

USES OF DEMONSTRATION METHOD:

1. To demonstrate experiments and the use of experimental equipment in the science laboratory,
medical, nursing, etc.
2. To demonstrate procedure in the classroom and the ward to review or revise the procedure to
meet the special situation or to introduce new procedure
3. To teach the patient / client a procedure of treatment that he carry out in the home
4. To demonstrate the procedure at the bedside or at the conference hall in the ward or in the
natural setting which has more meaning level
 5. To demonstrate different approaches in establishing support with the client, the more effective
nurse-patient relationship may be established

CHARACTERISTICS OF DEMONSTRATION:

1. Demonstrator should understand the entire procedure before attempting to perform

2. Equipments needed should be assembled and pretested before demonstration
3. Knowledge [Theoretical aspects] of the procedure should be given to the student before
starting the procedure or the demonstration
4. Positive approach should be used
5. Everybody should have good view of the demonstration
6. The person in-charge of the demonstration should accompany it with the running comments
that are related to the materials used, amounts, process taking place, and anticipate the results.
7. The setting of demonstration should be as true to life as possible at the live model cost area.
8. A discussion period should always follow the demonstration.
9. The students should be provided with opportunities for prompt practice of the procedure.
[Demonstration]

STEPS TO DEMONSTRATE PSYCHOMOTOR SKILL:

A. BEFORE DEMONSTRATION:
1. Formulate behavioral objectives.
2. Perform the skills and analysis thereby determine pre-requisites.
3. Assess entry behaviors of learners and determine prerequisites.
4. Formulate the lesson plan with particular reference to
a. Ensure optimum level visibility
b. Preparation for all materials
B. DURING THE DEMONSTRATION:
1. State the objectives to the learners
2. Motivate them by explaining why the skill is important
3. Demonstrate the total skill at normal speed.
4. Write the sequence of skills on the chalk board as checklist.
5. Demonstrate them according to the sequence.
6. Obtain feedback by questioning and observation of non-verbal behavior.
7. Avoid the use of negative examples and the variations in technique.
C. AFTER THE DEMONSTRATION:
1. Provide immediate supervised practice with adequate time allowance
2. Provide verbal rather than physical guidance
3. Make the environment psychologically safe by providing friendly atmosphere and
constructive criticism
4. Remember that initial interest may vary so provide motivation and encouragement
5. Remember that learners will acquire skill at different rates, individualize the planning to
later for the fast and slow learner
6. Replace the both
7. Discuss
 COMMON ERRORS IN DEMONSTRATION:

1.Equipment may not be ready for use

2.There may not be an apparent relation between demonstration and the topic dealt
3.Blackboard not up to the mark
4.Teacher may be in a hurry to arrive at generalization without allowing students to arrive at
generalization from facts level
5. Teacher may talk too much which will mask the enthusiasm of the students
6. Teacher may not have allowed sufficient time for re-coloring of data
7. Teacher may fail to ask the right type of questions level
DEMONSTRATION METHOD:

ADVANTAGES
 It activates several senses and visibly showing
the process that often helps in retention.
 Complex skills becomes more understandable.
 Provides observational learning.
 Clarifies underlying principle.
 Comments interest.
 Correlate theory and practice.
 Helps teacher to evaluate students response
 Facilitates return demonstration.
DISADVANTAGES
 Inability to compete with the different level of
students knowledge and competency
 Mastering psychomotor skill is often stressful to
the students.
 Requires adequate resources to perform
demonstration including man, money and material
 Unlimited workload for giver and the receiver.
 Limited practice due to ineffective cost
maintenance.

DEMONSTRATION IN NURSING EDUCATION:

1. It is performed both in direct and indirect way with or without supervision based upon the
efficiency of the students
2. Teaching learning takes place in natural setting that is in the reality experience, Eg: Clinical
area – Bed side procedure
a. Teaching and learning new procedure
b. Modification of the nursing procedure to meet the felt needs and to overcome the
emergency situation
c. Application of the scientific principle in the performing of the nursing procedure
d. Usage and the rationalization of the advanced gadgets
e. Developing the observation and the psychomotor skills in the nursing procedure
f. Effective way of establishing the communication and IPR techniques
g. Performing the act of health education as per the felt needs of the patients and the
family members in the area

TECHNIQUES FOR THE DEMONSTRATION:

TEACHER RESPONSIBILITIES STUDENTS RESPONSIBILITIES

 Time management according to the standard of  Familiarize with the objectives for the
the listeners
 Perform the procedure similar to the natural
 setting demonstration
 Make the originality of the procedure by
arranging the model for the procedure  Study written material and suggested references
 Obtain necessary equipment that are needed for
 Observe patients and equipments as example for
the procedure
 Perform in such way that is to be done before the planned discussions
the observers
 Provide the advanced information and the  Oral steps must be demonstrated with the written
referral materials for the further references and
discussions information
 Arrange the physical setup by all means and re-
 Contribute for discussion after the completion of
demonstrate in case of necessity
 Explain the purpose of the procedure the procedure
 Maintain logical sequence and pace when
needed  Basic principle Modification Clarification
 Coordinate the procedure with the running
commentaries  Return level of performance and re-
 Provide discussion period immediately after
demonstration
demonstration
 Provide opportunities based upon the objectives  Practice until being perfect
to be met as per the need
 Evaluate the individual after the procedure  Self evaluation on knowledge and skill
 Plan assistance for the further learning purposes

SUMMARY:

Since there are various strategy, Demonstration is the only technique were we SEE,
HEAR, TOUCH the sense of learning that make the scenario ALIVE and bring Teaching
Learning is lively activity. This demonstration class includes objectives, methods, advantages
and disadvantages of the above teaching strategy, DEMONSTRATION method.

CONCLUSION:

Thus an instructional strategy is the purposeful concerned and determined plan of action
which ensure that certain learning activity will be acquired in lively stages and induce students to
indulge in exchange of ideas and therefore increases the number of positive response in the
teaching learning process level
REFERENCES:

Book Reference:

Basavanthappa B.T. “Nursing Education” 2nd edition by Jaypee brothers & Co publishing
unit, Pg: No. 483 – 486

Neeraja K.P. “Textbook of Nursing Education” 1st edition published by Jaypee brothers,
2003, Page : No. 251 – 254

Pramila R. “Nursing Communication and Educational Technology” 1st edition by Jaypee

brothers, Pg : No. 256

E - Reference:

www.http/J.G Nyquist wehrli Teaching and Education development creating and

educational curriculum for learners at any level AABB conference-2003