DEMONSTRATION IN \TEACHING

•what elements are common in the three (3) instances of demonstration?• how should these three do their demonstrations for them to achieve their objectives (sell a product, get support and be heard, teach the audience how to use the teaching method efficiently?

Three Instances of Demonstration

1.Audience2.A process of speaking

3.A process of showing a product or a method or proofs

Guiding Principles on Demonstration according to

Edgar Dale (1999)

Establish rapport – showing interest and sincerity to audience to sustain attentionAvoid the COIK (Clear Only If Known) – a kind of fallacy to assume that what is clear to the expert demonstrator is also clearly known to the person whom the message is intended.Watch for Key Points – ones at which error is likely made

Brown’s (1969) Methodical Procedures in a form of

Questions in Planning and Preparing for Demonstrations:1. What are our objectives? 2. How does your class stand with respect to these objectives?3. Is there a better way to achieve your ends?4. Do you have access to all necessary materials and equipment to make the demonstration?5. Are you familiar with the sequence and content of the proposed demonstration?6. Are the time limits realistic?

Dale’s (1969) Several Points to Observe in Actual 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. 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 and provide a concluding summary. Use the 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 according to 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 traditional

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 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?

Is it better to learn a lot a little or a little a lot?

“Do not hurry your demonstration”