Lesson 10

Demonstrations
in Teaching
John Paul L. Hablado
Instructor

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What is demonstration?
Demonstration is a public
showing of emphasizing the
salient merits , utility,
efficiency, etc. of an article
or product.

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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.

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 What guiding principles
must we observe in using
demonstration as a
teaching-learning
experience?

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 Guiding Principles
1. Establish rapport.
Greet your audience. Make them
feel at ease by your warmth and
sincerity. Stimulate their interest
by making your demonstration and
yourself interesting. Sustain their
attention.
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2. Avoid the COIK fallacy
(Clear Only If Known)
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.
To avoid the fallacy, it is best for
the expert demonstrator to
assume that his audience knows

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nothing or a little about what he is
intending to demonstrate for him
to be very thorough, clear, and
detailed in his demonstration even
to a point of facing the risk of
being repetitive.

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3. Watch for key points.
Dale 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.”

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The good demonstrator recognizes
the possible stumbling blocks to
learners and highlights them in
some way. What are usually
highlighted are the “don’ts” of the
process or a strategy.

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 Methodical Procedures by
the following questions:
1. What are our objectives?
2. How does your class stand with
respect to these objectives?
(This is to determine entry knowledge
and skills of your students.)

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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?

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 Have a checklist of necessary
equipment and material. This may
include written 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?

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 Several Points to Observe in
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
ideas.

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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 "break”.

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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,

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 PowerPoint and whatever other
materials appropriate to
synthesize your demonstration.
8. Hand out written materials at
the conclusion.

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What questions can
you ask
to evaluate your
classroom
demonstration?
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 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 additional
materials appropriate to your
purposes-chalk board, felt board,
pictures, charts, diagrams, models,
overhead transparencies, or slides?
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 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?

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 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?

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 Did you take enough time to
demonstrate the key points?
 Did you review and summarize
the key points?

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 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?
Reference: Corpuz, Brenda B. and Paz I. Lucido(2012). Educational Technology 1.
Quezon City:Lorimar Publishing,Inc.

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