LESSON 10

Demonstration
in
Teaching
OBJECTIVES:
 To learn what is
demonstration

 To know how
demonstration is
done to make it
work
 ABSTRACTION

Demonstration of a new
product
Activist Demonstration
Master
Audience, aTeacher’s
process of speaking , and a
process of showing a product or a
Demonstration
method/proofs to convince the audience to
buy the product, use the rally behind their
cause.
Wh a t
is ?
 public showing emphasizing
the salient merits, utility,
efficiency etc, of an article or
product (Webster’s
International Dictionary)

 (In teaching) it is showing how

a thing is done and emphasizing
the salient merits, utility and
efficiency of concept, method of
a process or an attitude.
 3 Guiding Principles by
Edgar Dale (1969)

1. Establish
Rapport
2. Avoid COIK
Fallacy (Clear
Only If Known)
3. Watch for key
points. What
 Greet your audience. Make them feel at
ease by your warmth and sincerity.
Stimulate their interest by making your
demonstration and yourself interesting.
 Sustain theirthat
Assumption attention.
what is clear to the expert
demonstrator is also clear to the person for
whom the message is intended. To avoid
the fallacy, it is best for the expert
demonstrator to assume that his/her
audience knows nothing or a little about
what she/he is intending to demonstrate for
him to be very thorough, clear and detailed
in
Good demonstrator
his/her recognizes
demonstration possible
even to a point of
stumbling
facing block
the risk ofto learners
being and highlights
repetitive.
them in some way. What are usually
highlighted are the DONT’S of a process or
 Planning and Preparing for
Demonstration:
Methodical Procedures (Questions) by
1. What are our objectives?
Brown
2. How (1969)
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 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
Points to Observe During Demonstration
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 idea.
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 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,
 Evaluating Classroom
Demonstration
(Dale 1969)
 Was your demonstration adequately and skillfully
prepared? Did you select demonstrable skills or
ideas? Was the desired behavioral outcome clear?
 Did you follow the step-by-step plan?
 Did you make use of additional materials
appropriate to your purposes- chalkboard, felt
board, pictures, chart, 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 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?
 APPLICATION
1.“Less is more.” If you have too many
steps to include in a demonstration,
what should you do?

2.Is it better to entertain questions as

you go along your demonstration or
postpone them till the end of the
demo to avoid disruption or possible
digression?

3.Is it sufficient to look for puzzled faces

in your audience to find out if your
• Can the students see and hear?
• Do you use chalkboard outlines or
drawings?
• Do you define unfamiliar terms, parts or
processed?
• Do you note signs of confusion, disbelief,
inattention?
• Do you use “good showmanship”?
• Do you intersperse film, transparency or
other appropriate audio-visual materials?
• Do you move at the right place?
• 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 audio-
visual explanation?
7. 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 from
this lesson.
8. Ask a classmate to demonstrate to the
class how to make stick drawings.
 CPR stands for Cardio-Pulmonary
Resuscitation; cardio means "heart" and
pulmonary means "related to lungs".
Resuscitation is a medical word which
means "to revive". CPR is a life-saving
technique used in medical emergencies
such as heart attack or cardiac arrest.

Then follow these CPR steps:

1. Call Emergency Number
2. Position your hand (above). Make sure the patient is lying
on his back on a firm surface. Interlock fingers
3. Give chest compressions
4. Open the airway
5. Give rescue breaths (above). ...
6. Watch chest fall. ...
7. Repeat chest compressions and rescue breaths.