DEMONSTRATION

DEFINITION
 An act of showing that something exists or is
true by giving proof or evidence:

 A practical exhibition and explanation of how

something works or is performed:

 A public meeting or march protesting against

something or expressing views on a political
issue:
TYPES OF DEMONSTRATION

 Classroom experiments 
In many disciplines, there are extensive sets of appropriate classroom experiments that
•Data analysis
allow students to see concepts in action. These experiments can benefit from the
Interactive Lecture Demonstration format. Before taking part in an experiment,
Analysis using data is most effective if the data show a surprising result. Data
students can predict the outcome so that attention will be focused on the main concept
analyses can be relatively straight-forward, asking students to graph or
to be learned. Reflection after the experiment can help students appraise what was
otherwise manipulate a given set of data, while more sophisticated data
learned and transfer this understanding to other contexts.
analyses may require students to find data on their own, or to conduct
 Classroom
statistical surveys
analyses.Show advantages of small group work for data analysis
Survey data from students' own lives can show the application of concepts. Because
•Simulations
everyone's data is needed, surveys involve all students. And, because the outcome is
not predetermined, surveys create a sense of uncertainty that may be absent in
Classroom instructors often ask "what if" questions that are then answered by
textbook presentations. The Interactive Lecture Demonstration format focuses student
a simulation. [add link here to simulations module when live] The Interactive
attention on the underlying concept, often revealing contradictions between student
Demonstration approach can be used to engage students in this analysis, first
prediction and what the data actually show.
asking them to make a prediction, including, if possible, a description of their
underlying economic model even if it is not well specified. The simulation
demonstration then will offer concrete results, prompting the student to revise
or make for specific their prior view.
TEACHING DEMONSTRATIONS: ADVICE AND STRATEGIES

Here are some potential questions to ask your contact(s) on the job
committee:

 Who will be in the audience?  Only faculty?  Only students?  Both?  

 What is your audience’s level of expertise? Are you dealing with
graduate students?  Majors?  Non-majors?
 Are you being assigned a topic or are you free to teach what you
like? In either case, how does what you’re teaching fit into the broader
course?  For this, you may want to ask to see a course syllabus.
 Have students been assigned reading or given an assignment for
that particular class day?
 What resources are available in the classroom? A blackboard? A
whiteboard?  A computer and projection screen?  Does the classroom
have wireless internet?
SOME GENERAL TEACHING TIPS TO
KEEP IN MIND:
 Be straightforward about your learning goals.  At the beginning of class,
identify some of the key themes of the day’s lesson, perhaps writing them on
the board or including them on a presentation slide.  Return to those themes
throughout the lesson, and at the end of class, review those themes.  
Consider including a brief end-of-class assessment to gauge the degree to
which students understood those learning goals.
 Use a variety of teaching methods.  If you lecture the entire class, you may
put your students to sleep, which is never desirable.  Get students involved. 
Ask students questions and be patient when attempting to evoke class
participation.  This can be difficult when we’re nervous, but after asking a
question, silently count to five before jumping in and answering it yourself. 
Some students simply need a moment to gather their thoughts.
 Allow time for student questions and/or discussion during the teaching
demonstration
 Be mindful of your body language.  Make eye contact with students.  Be
wary of any physical or oral tics that you might have when speaking in front of
an audience.
 ADVANTAGES & DISADVANTAGES

Simplicity
Modelling uses simplistic behaviour Disadvantages
 Cost effective models. As training sessions are at times limited in time
and resources it is often necessary to perform a behaviour or skill in its simplest form.
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Thanks for

listening,
the