Lesson 10:
Demonstration
What does demonstration mean?
- How should
demonstration be done to make it work? Like role-playing and pantomime of the
dramatized experience, demonstration is also something very handy. It requires
no elaborate preparation and yet as effective as the other instructional
materials when done properly.
Demonstration
(According to Webster’s International Dictionary)
I is define as, “A
public showing emphasizing the salient merits, utility, efficiency, etc, of an
article or product…”
In teaching it is showing how thing is done and emphasizing
of the salient merits, utility and efficiency of a concept, a method or a
process or an attitude.
Guiding Principles
(Edgar Dale 1969)
1.Establish rapport
•Greet your audience.
•Make them feel at ease by your warmth and sincerity.
•Make them feel at ease by your warmth and sincerity.
•Stimulate their
interest by making your demonstration and yourself interesting.
•Sustain their attention.
2. Avoid COIK fallacy
(Clear Only If Known).
- What is this
fallacy? 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 nothing or a little about what he is intending to demonstrate for him to
be very thorough, clear detailed in his demonstration even to a point of facing
the risk of being repetitive.
Planning and Preparing For Demonstration
(Brown 1969)
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.
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?
Have a checklist of
necessary equipment and material. This may include written materials.
5. Are you familiar
with the sequence and content of the purposed demonstration?
Outline the steps and rehearse your demonstration.
6. Are
the time limits realistic?
Point to Observe in the Demonstration Dale (1969)
1. Set the tone for good communication. Get and keep your
audience’s interest.
2. Keep your demonstration simple.
3. Do not wander from
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 “brake”.
6. Do not drag out demonstration. Interesting things are
never dragged out. They create their own tempo.
7. Summarize as you go along and provide a concluding
summary. Use chalkboard, the overhead projector, charts diagrams, PowerPoint
and whatever other materials are appropriate to synthesize your demonstration.
8. Hand out written
materials at the conclusion.
Questions to Evaluate Classroom Demonstration
(Dale 1969)
- 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 material appropriate to your purposes- chalkboard, felt board,
pictures, charts, 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 held
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?
Summary:
Good Demonstration is
a an audio-visual presentation. It is not enough that the teacher talks. To be
effective, his/her demonstration must be accompanied by some visuals.
Actual Conduct of Demonstration
1.Get and sustain the interest of the audience
2.Keep the demonstration simple, focused and clear
3.Do not hurry nor drag out the demonstration
4.Check for
understanding in the process of demonstration
5.Conclude with a summary
6.Hand out written material at the end of the demonstration
