Lesson 10

DEMONSTRATIONS IN TEACHING

“Good demonstration is good communication”

What is Demonstration?

Ø  It is 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.

   In planning and preparing for demonstration, Brown (1969) suggests methodical procedures by the following questions:

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 proposed demonstration? Outline the steps and rehearse your demonstration.

6.    Are the time limits realistic?

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

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 “brake”.

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.

8.    Hand out written materials at the conclusion.

   What questions can you ask to evaluate your classroom demonstration? Dale (1969) enumerates:

Ø  Was your demonstration adequately and skillfully prepared? Did you select and demonstrable skills or ideas? Were the desirable behavioral outcomes clear?

Ø  Did you follow the step-by-step plan?

Ø  Was the demonstration itself correct? Was your explanation simple enough so that most of the students understood it easily?

Ø  Did you keep checking to see that all your students were concentrating on what you were doing?

Ø  Could every person see and hear?

Ø  Did you help students to do their own generalizing?

Ø  Did you take enough time to demonstrate the key points?

Ø  Did you review and summarize the key points?

Ø  Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?

Ø  Did your evaluation of student learning indicate that your demonstration achieved its purpose?

   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.

   In the actual conduct of 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 the understanding in the process of demonstration.

5.    Conclude with a summary.

6.    Hand out written materials at the end of the demonstration.