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Demonstration Teaching

The document discusses different teaching methods including demonstration teaching, discussion procedures, lecture methods, and project methods. For demonstration teaching, it would not be advisable to allow questions during the demonstration as it may disrupt the flow. For discussion procedures, teachers can assess students' knowledge and skills through formative assessments during classroom discussions. The lecture method is most appropriate for older students to efficiently convey large amounts of information, and if students seem bored the teacher could have a brief interactive activity. Projects require completing a sequence of tasks to achieve an outcome, differing from problems in requiring students to create a artifact demonstrating their mastery of a subject. It is important students understand the principles behind a project so they can effectively collaborate and demonstrate their abilities.

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John Matthew Cereno
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205 views3 pages

Demonstration Teaching

The document discusses different teaching methods including demonstration teaching, discussion procedures, lecture methods, and project methods. For demonstration teaching, it would not be advisable to allow questions during the demonstration as it may disrupt the flow. For discussion procedures, teachers can assess students' knowledge and skills through formative assessments during classroom discussions. The lecture method is most appropriate for older students to efficiently convey large amounts of information, and if students seem bored the teacher could have a brief interactive activity. Projects require completing a sequence of tasks to achieve an outcome, differing from problems in requiring students to create a artifact demonstrating their mastery of a subject. It is important students understand the principles behind a project so they can effectively collaborate and demonstrate their abilities.

Uploaded by

John Matthew Cereno
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Outputs

17. DEMONSTRATION TEACHING

a. What could be a disadvantage of this method?

b. What is the best thing to do in an incomplete demonstration due to lack of time?

c. While the demonstration is going on, is it advisable to allow questions or clarifications from
the observers?

18. DISCUSSION PROCEDURE

a. What are the steps or procedures to follow in using the discussion method?

b. In using this method, how can the teacher sustain the interest of the students to the end of
the discussion?

c. How are the students' responses evaluated during a discussion?

Answer:

17. DEMONSTRATION TEACHING

a. The disadvantage of this method is that the demonstration method can only be used
in certain types of teaching situations. Some teachers attempt to use it when other
methods would be preferable. The "Result" demonstration may be time-consuming and
costly. Before a demonstration, extensive planning may be required. When the teacher
must take center stage during the topic demonstration, students may engage in
dishonest behavior.

b. It would be to be transparent about the situation, explain what options you believe are
available to your audience, and then take the course of action that you believe is best.

c. No, I think it's better to ask or clarify something at the end of the demonstration
because it might affect the topic, or the demonstrator might get angry.

18. DISCUSSION PROCEDURE

a. The lecture-discussion is manipulated operationally through four steps: (1)


introduction and review; (2) information presentation; (3) comprehension monitoring;
and (4) integration, which concludes with the closing.

b. When using this method, one way to keep the students engaged until the end of the
discussion is to look for ways to make it interesting and relevant so that both you and
your students will benefit from it.

c. By incorporating classroom discussion into their regular lesson plans, teachers can
assess their students' interpersonal skills and subject-matter knowledge. This type of
formative assessment is used throughout the learning process to ensure that both the
teacher and the student have a thorough understanding of the material covered. Class
discussion should be combined with other forms of evaluation, such as written
responses, selected responses, and performance assessments, for a thorough
evaluation of students.

Output

19. LECTURE METHOD


a. At what age group would this method be appropriate? Why?

b. Suppose in the middle of the lecture, you notice that the students are getting bored, what will
you do?

c. How often should you use this method? Why?

20. PROJECT METHOD

a. What is a project?

b. How does a project differ from a problem?

c. Why is it important that the principle behind the construction of a project be clearly
understood by the students?

Answer:

19. LECTURE METHOD

a. This method will prepare them for college, where the lecture method of instruction is a
predominate method of delivering instruction and is suitable for teaching in higher classes
where we aim to quickly cover the prescribed syllabus.

b. I suppose you could stop first from discussing then have a little icebreaker for the children.

c. You should have no problem in using this method most of the time because the lecture format
is the most effective way to convey information. Other methods help students process
information or motivate them to take action. However, giving a lecture is frequently the most
effective way to convey information quickly. As a result, a lecture may be appropriate.

20.

a. A project is defined as a sequence of tasks that must be completed to attain a certain

outcome. The term Project refers to” to any temporary endeavor with a definite

beginning and end”. Depending on its complexity, it can be managed by a single person

or hundreds.

b. Examining the outcomes is one way to see how the two differ. While students in project-

based learning are required to create an artifact to demonstrate mastery of a subject, students

in problem-based learning are required to present a solution to an authentically defined

problem.

c. Because it demonstrates the child's ability to put desired abilities, such as research, to use. It

teaches the child how to collaborate with peers by encouraging teamwork and group skills.

It allows the teacher to learn more about the student as a person. It assists the teacher in having

meaningful and progressing conversations about a variety of topics with the child or group of

children.

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