“Good demonstration is good communication”

Demonstrations In Teaching

IntroductionLike role playing and pantomime of the

dramatized experiences demonstration

is also something very handy.

It requires no elaborate preparation and

yet as effective as the other

instructional materials when done

properly.

Demonstration is showing how a thing is done

emphasizing the salient merits, utility and

efficiency of a concept, a method or a process

or an attitude.

In all three instances of demonstration there is

an audience , a process of speaking, and a

process of showing a product, or a method or

proofs to convince the audience to buy the

product, use the strategy or rally behind their

cause.

What then is a demonstration?

It is defined as a public showing emphasizing

the salient merits, utility, efficiency, etc., of an

article or product.

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.

Guiding Principles.

In the teaching learning experience…

(Edgar Dale, 1969)

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 .

2. Avoid the 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 who 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 thorough,

clear and detailed in his demonstration even to a

point of facing the risk of being repetitive.

3. Watch for key points. What are key points?

Dale (1996) 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”. The good demonstrator recognizes

possible stumbling blocks to learners and

highlights them in some way. What are usually

highlighted are the “don’ts” of a process or

strategy.

In planning and preparing for

demonstration, Brown (1969) suggests

methodical procedures by the ff.

questions:

1. What are our objectives?

2. How does your class stand with respect

to this objectives?

3. Is there a better way to achieve your

ends?

4. Do you have access to all the

necessary materials and equipment to

make the demonstration?

5. Are you familiar with the sequence and

Dale (1969) gives several points to observe during 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.

4. Check to see that your demonstration is being understood.

5. Do not hurry your demonstration. Asking questions to check understanding an serve as a “brake”.

6. Do not drag out the demonstration.

7. Summarize as you go along and provide a concluding summary.

8. Hand out written materials at the conclusion.

Questions to evaluate classroom

demonstration

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- 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 are 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?

In the actual conduct of the demonstration itself

we see to it that we:

1. Get and sustain the interest of our audience,

2. Keep our demonstration simple, focused and

clear,

3. Do not hurry or drag out the demonstration,

4. Check for understanding in the process of

demonstration,

5. Conclude with a summary, and

6. Hand out written material at the end of the

demonstration.

Application

1. “less is more.” if you have too many steps to

include in a demonstration, what should you do?

2. Is it better to entertain questions as you go along

your demonstration or postpone them till the end

of demo to avoid disruption or possible

digression?

3. Is it sufficient to look for puzzled faces in your

audience to find out if your demonstration is

clear?

4. Brown (1969) cites guide questions that can help

us conduct effective demonstrations. Find out if

all these are covered in the steps given by Dale

(1969) in the ABSTRACTION phase of this

Can the students see and hear? Do you use chalkboard outlines or drawings? Do you define unfamiliar terms, parts, or

processes? Do you note signs of confusion, disbelief,

inattention? Do you use “good showmanship”? Do you intersperse film, transparency, or

other appropriate audio-visual materials? Do you move at the right pace? Do you invite participation as appropriate?

5. Evaluate the evaluation questions for demonstration. Can you add or delete or

6.Why is demonstration called audiovisual

presentation?

7. Go over the K to 12 Curriculum Guide. Find out

which objectives and competencies lend

themselves to the demonstration method.

8. Demonstrate how to use the overhead projector

to the class. Be guided by the principles, steps

and guide questions learned from this lesson.

Evaluate the demonstration process by using the

evaluation questions you learned from this lesson.

9. Ask a classmate to demonstrate to the class how

to make stick drawings. Evaluate the

demonstration process. Use the evaluation

questions you learned in this lesson.

Summing Up

A good demonstration is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her demonstration must be accompanied by some visuals.

To plan and prepare adequately for a demonstration we first determine our goals, the materials we need, our steps, and rehearse.

In the actual conduct of the demonstration itself we see to it that we:

1. get and sustain the interest of our audience,

2. keep our 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, and

6. hand out written materials at the end of the

•1. Demonstration is

dramatic.

• 2. During thedemonstrations, check tosee if the audienceunderstood what is beingdemonstrated.

• HOW?????????????

• Assessment of Learning!

•The demonstrator must be

aware or must sense

whether or not his

audience understood the

demonstration.

• HOW???????????

•Show Kounin’s with-it-

ness!

• A teacher's ability to

correct misbehavior

before it gets out of

control and before other

students in the class see

it and also begin to do it.

• A teacher who is able to

physically move towards a

student who is

misbehaving while

continuing with the

lesson.

•A. A lot a little

or

•B. A little a lot

• A little a lot!

• Do not hurry!

• T H E E N D

!!

• Ragadio Beverly

• Romero Nicole Kate

• Rabulan Donald

• Rico Leonor

• Perocho Jenny Mae

• Sabdani Pilar