demonstration as a teaching strategy presented by: lisa hall candice roberts

Demonstration as a Demonstration as a Teaching StrategyTeaching Strategy

Presented by: Lisa Hall Candice Roberts

DemonstrationDemonstration

The   basic,   and   most   often   used,   method   of   instruction   for   teaching   skill-type   subjects   is   the demonstration   method.   It   covers   all   of   the   steps   your   students   need   to   learn   a   skill   in   an effective   learning   sequence. This  method  always includes  a  demonstration  step  and  a performance   step   and   allows   you   to   use   other      steps as needed. Demonstrations become more effective when verbalization accompanies them. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be.

Jean PiagetJean PiagetThe concept of cognitive structure is central

to his theory. Cognitive structures are patterns of physical or mental action that underlie specific acts of intelligence and correspond to stages of child development.

There are four primary cognitive structures (i.e., development stages) according to Piaget: 1) sensorimotor- exploration through the senses an instrumental piece of

demonstration 2)pre-operations- develop communication skills 3)concrete operations-ability to reason

4)formal operations-abstract thinking

Piaget explored the implications of his theory to all aspects of cognition, intelligence and moral development.

Piaget’s theory demonstrates that learning is multisensory

Demonstration is a learning style that is multisensory

Applying Demonstration Applying Demonstration to a Teaching Situationto a Teaching Situation

Generational diversity- nurse educators are charged with teaching a population whose learning styles differ.. Skills taught by demonstration help to level the teaching field

Nurse competenciesClinical skills of staff and Nursing

studentsOutcomes managementPatient education

Appropriate Settings for Appropriate Settings for Demonstration TeachingDemonstration TeachingSmall number of people in

classroom… will need space and time for return demonstration

One on onePatient room, or lounge where

patient feels comfortable without feeling intimidated

Outpatient classroom, keeping respect to small numbers

Advantages -Demonstrations....Utilize several senses; students can

see, hear, and possibly experience an actual event

Stimulate interestPresent ideas and concepts more

clearlyProvide direct experiencesReinforce learningReinforce previous learned

informationIntrigues the learner

Disadvantages -Demonstrations...

May failTimely preparationMay limit participationMay limit audience/client inputRequire pre-preparationStep by step phases may happen

to fast or may not be able to repeat

Ways to Adapt the Strategy Ways to Adapt the Strategy if Necessaryif NecessaryBe prepared- prepare for the

unexpectedBe aware of your students

learner stylesBreak for questions throughout Practice the demonstration prior

to allow for accommodationsMultiple demonstration stations if

possible

Evaluating the Effectiveness Evaluating the Effectiveness of Demonstrationof DemonstrationReturn demonstration-

carried out by the

learnerShould be done as close as

possible to when the demonstration was given

Teacher should remain silent, they can coax or give cues as needed

ConclusionConclusionLearning styles are unique to all people.

Because there are deep learners and surface learners, demonstration as a teaching method is useful as it will engage both types of learners. The more senses involved in a learning situation, the better knowledge will be assimilated. Therefore when evaluating the learner through return demonstration, the learner will demonstrate a more confident and stronger ability to perform.

ReferencesReferences Fitzgerald,K.(2008) Instructional Methods and Settings.

In S.Bastable, Nurse as Educator Principles of Teaching and Learning for Nurse Practice. (pp 440-443).Sudbury, MA: Jones &Bartlett

Miller,H., Nichols,E., Beeken, J.E. (2000). Comparing Videotaped and Faculty-Present Return Demonstrations of Clinical Skills. Journal of Nursing Education 39 no5. 237-239.

Notarianni,M.A., Curry-Lourenco,K., Barhan,P., Palmer,K.,( 2009). Engaging Learners Across Generations: The Progressive Professional Development Model. Journal of Continuing Education in Nursing. Vol 40 (6). 261-266

Purdue University Cooperative Extension. (2001). Giving A Demonstration. Retrieved April 9,2010, from http://www.nal.usda.gov/foodstamp/pdf/givedemo.PDF

Psychology.org.(n.d.) Genetic Epistemology (J.Piaget). Retrieved April 9,2010 from, http://tip.psychology.org/piaget.html

Reference contReference cont Roberts,S.T., Vignato,J.A., Moore,J.L., Madden,C.A.,

(2009). Promoting Skill Building and Confidence in Freshman Nursing Students with a “Skill-a-Thon”. Journal of Nursing Education. Vol48(8). 460-463.

Ross, A.M., Pate, M.F.D., Cartwright,J., Luce,L., (2009). Evidence-Based Practice to Outcomes Management: Spiraled Learning Activities,Part VI. Journal Nursing Education. Vol 48(11). 654-655.