A P r e s e n t a t i o n o n :

By: Mary Ann Rone

DEMONSTRATIONS IN TEACHING

EDUCATIONAL TECHNOLOGY 1

What is DEMONSTRATION?

Demonstration is showing how a thing is done & emphasizing of the salient merits, utility & efficiency of a concept, a method or a process or an attitude.

Demonstration is a teaching method used with both large and small groups.

Demonstrations become more effective when verbalization accompanies then.

A demonstration is a teaching method used with both large and small groups.

Demonstration becomes more effective when verbalization accompanies then.

Three Guiding Principles must we observe in using demonstration as a teaching-learning process:

Establish rapport. Avoid the COIK fallacy (Clear Only If

Known) Watch for key points.

Planning and Preparing For

DEMONSTRATION:

What are our objectives? How does your class stand with respect to

these objectives? Is there a better way to achieve your ends? Do you have access to all the necessary

materials and equipment to make the demonstration?

Are you familiar with the sequence and content of proposed demonstration?

Are the time limits realistic?

You have plan & rehearsed your demonstration, your materials & equipment are ready, you have prepared your students, then you can proceed to the demonstration itself. Dale (1969) gives you several points to observe:

1. Set the tone for good communication. Get & keep your audience’s interest. 2. 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 your demonstration. Asking questions to check understanding can serve as a ‘break’.6. Do not drag out the demonstration. Interesting things are never dragged out, they create their own tempo.7. Summarize as you go along & provide a concluding summary. Use the chalkboard, power point & whatever other materials are appropriate to synthesize your demonstration.8. Hand out written materials at the conclusion.

According to Dale (1969), what questions can you ask to evaluate

your classroom demonstration?

Was your demonstration adequately & 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- chalkboard, felt board, pictures, charts, diagrams, models, overhead transparencies, or slides?

Was the demonstration itself clear? Was your explanation simple enough so that

most of the students understood 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 your 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?