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DEMONSTRATION IN

TEACHING

INSTANCES

PRINCIPLES

ADVANTAGES

DISADVANTAGES

BROWN’sMETHODICAL PROCEDURE

EDGAR DALE

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

an audiencea process of speaking a process of showing a

methods or proofs to convince the audience

INSTANCES OF DEMONSTRATION

1. Established RapportGreet your audience.

2. Avoid the COIK Fallacy (Clear Only If Known)

To avoid fallacy, it is best for the expert demonstrator to assume that his audience knows nothing about what he is intending to demonstrate for him to be very thorough, clear detailed demonstration even to a point of facing the risk of being repetitive.

PRINCIPLES OF DEMONSTRATION

3. Watch for key pointsThe important details of an

information.

ADVANTAGES OF DEMONSTRATION

• Utilize several senses• Stimulate interest• Present ideas and concepts clearly• Provide direct experiences• Reinforce learning

(Newby, Stepich, Lehman & Russel,1996, p. 48)

DISADVANTAGES OF DEMONSTRATION

• May fail• May limit participation• May limit audience • Require pre-preparation

(Kosma, Belle, Wiliams, 1978, p. 343)

To insure that the demonstration works, Brown (1969) suggests methodical procedures by following questions:

1.What are our objectives?2.How does your class stand with

respect to these objective.3.Is there a better way to achieve your

ends?

4.Do you have access to all the necessary material and equipment to make the demonstration?

5.Are you familiar with the sequences and content of the proposed demonstration?

6.Are the time limits realistic?

Several points to observe when demonstrating ( Dale 1969):

1.Set the tone for good communication.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.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.

Dale (1969) questions than can be ask when evaluating classroom demonstration:

• Was your demonstration adequately and skillfully prepared?• Did you follow the step-by-step

plan?

• Did you make use of additional materials appropriate to your purpose?• 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?• Did you help 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 question at the appropriate time?• Did your evaluation of student learning indicate

that your demonstration achieved its purpose?

THANK YOU FOR

LISTENING!!!