DEMONSTRATION IN TEACHING

“Good demonstration is good communication.”

“GOOD DEMONSTRATION IS GOOD

COMMUNICATION”

Reporter: Katrina S. Amoto

 ABSTRACTION

• 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.
 DISCUSSION QUESTION

1. What elements are common in the three instances of demonstration?

2. How should these three do their demonstration for them to achieve their
objectives (sell a product, get support and be heard, teach the audience how to
use the teaching method effectively)?
• Inthe demonstration of a new product, the speaker shows the
product, tells all the good things about the product to promote it in
order to convince the audience that the product is worth buying.

• Inthe activists’ demonstration, the activists air their grievances

and publicity denounce the acts of a person or of an institution,
like government, against whom they are demonstrating.
• When a Master teacher is asked to do demonstration in teaching on a
teaching strategy, she shows to the audience how to use a teaching strategy
effectively.
• In all the three instances of demonstration, there is an audience, a process of
speaking, and a process of showing a product or a method or proofs to
convince the audience to buy the product, use the strategy or rally behind
their cause.
• Webster’s International Dictionary defines it as “public showing emphasizing
the salient merits, utility and efficiency, etc, of an article or a product…” 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.
1. Establish rapport. Greet your audiences. Make
them feel at ease by your warmth and sincerity.
2. Avoid the COIK fallacy (Clear Only If Known).
What is this fallacy? It is the assumption that what
is clear to the expert demonstrator is also clearly
known to the person for whom the message is
intended.
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.
 In planning and preparing for demonstration, Brown (1969) suggests
methodological procedures by the following questions:

1. What are our objectives?

2. 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 materials.
5. Are you familiar with the sequence and content of the proposed demonstration? Outline
the steps and rehearse your demonstration.
6. Are the time limits realistic?
 You have planned and rehearsed your demonstration, your material and equipment are ready, you have
prepared your students, then you can proceed to the demonstration itself. Dale (1996) gives several points
to observe:

1.Set the tone for good communication. Get and keep your audience’s
interest.
2.Keep your demonstration simple.
3.Do not wander from the 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 you demonstration. Asking questions to check understanding
can serve as a “brake”.
 You have planned and rehearsed your demonstration, your material and equipment are ready, you have
prepared your students, then you can proceed to the demonstration itself. Dale (1996) gives several points
to observe:

1.Set the tone for good communication. Get and keep your audience’s
interest.
2.Keep your demonstration simple.
3.Do not wander from the 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 you demonstration. Asking questions to check understanding
can serve as a “brake”.
6. Do not drag out the demonstration. Interesting things are
never dragged out. They create their own tempo.
7. Summarize as you go along and provide a concluding
summary. Use the 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.
 What question can you ask to evaluate your classroom demonstration? Dale (1969)
enumerates:

 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 traditional materials appropriate
to your purpose- 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 help students do their own generalizing?
Did you take enough 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?
APPLICATION
1. “Less is more.” If you have too many steps to include in a
demonstration, what should you do?
2. It is better to entertain questions as you go along your demonstration
or postpone them till the end of demo to avoid disruption or possible
digression?
3. Is it sufficient to look for puzzled faces in your audience to find out if
your demonstration is clear?
4. Brown (1969) cites guide questions that can help us conduct effective
demonstrations.
a. Can the students see and hear?
b. Do you use chalkboard outlines or drawings?
c. Do you define unfamiliar terms, parts or processes?
d. Do you note signs of confusion, disbelief, inattention?
e. Do you use “good showmanship”?
f. Do you intersperse film, transparency or other appropriate audio-visual materials?
g. Do you move at the right place?
h. Do you invite participation as appropriate?
5. Evaluate the evaluation questions for demonstration. Can you add or
delete or merge some items? Improve on them.
6. Why is demonstration called audiovisual explanation?
7. Go over the K to 12 Curriculum Guide. Find out which objectives and
competencies lend themselves to the demonstration method.
8. Demonstrate how to use the overhead projector to the class. Be guided
by the principles, steps and guide questions learned from this Lesson.
Evaluate the demonstration process by using the evaluation questions you
learned in this Lesson.
9. Aska classmate to demonstrate to the class how to make stick
drawings. Evaluate the demonstration process. Use the evaluation
question you learned in this Lesson.
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.
 In the actual conduct of the demonstration itself we see to it that we:
1.) Get and sustain the interest of our audience.
2.) Keep our demonstration simple.
3.) Do not hurry nor drag out the demonstration.
4.) Check for understanding in the process of demonstration.
5.) Conclude with a summary.
6.) Hand out written materials at the end of the demonstration.
1.A demonstration is a dramatic performance.
2.One thing to be done during the demonstration itself is to
check to see that your demo is being understood while you are
demonstrating
3.To be able to sense if your audience understands what you
are demonstrating about, you have to show Kounin’s with-it-
ness. (Kounin’s with-it-ness means that you are fully aware of
what is happening in your class)
THE END