Demonstration in

Teaching
Educational Technology 1

Objectives:
1. to define demonstration
2. to know how
demonstration be done to
make a work

What
Is
Demonstratio
n?

Demonstrationinvolves showing by reason orproof,

explaining or making clear by use of examples orexperiments
. Put more simply, demonstration means to clearly show. [1]In
teaching through demonstration, students are set up to
potentially conceptualize class material more effectively as
shown in a study which specifically focuses on chemistry
demonstrations presented by teachers.[2]Demonstrations
often occur when students have a hard time connecting
theories to actual practice or when students are unable to
understand application of theories.
Teachers not only demonstrate specific learning concepts
within the classroom, they can also participate in
demonstration classrooms to help improve their own teaching
strategies, which may or may not be demonstrative in nature.
Although the literature is limited, studies show that the effects
of demonstration classroom teachers includes a change of
perspective in relating to students, more reflection in the
teachers own classroom strategies, and more personal
responsibility for student learning.
(http://en.wikipedia.org/wiki/Demonstration_(teaching)

A demonstration is a teaching method used with

both large and small groups. Demonstrations
become
more
effective
when
verbalization
accompanies them. For example, in a half
demonstration-half
lecture,
an
explanation
accompanies the actions performed. It is a generally
accepted learning theory that the greater the degree
of active participation and sensory involvement by
the learner, the more effective learning will be.

Advantages (Newby, Stepich, Lehman, & Russell,

1996, p. 48)

THREE GUIDING PRINCIPLES MUST OBSERVE IN USING IN

USING DEMONSTRATION AS A TEACHING-LEARNING
EXPERIENCES:
1. ESTABLISH RAPPORT greet your audience. Make
them feel at ease by your warmth and sincerity.
Stimulate interest by making your demonstration and
your self interest. Sustain their attention.
.2. AVOID THE COIK FALLACY (CLEAR ONLY IF KNOWN)
it is the assumption that what is also clearly known to
the expert demonstrator is also clearly known to the
person for whom the message is intended.
3. WATCH FOR KEY POINTS the good demonstrator
recognizes possible stumbling blocks to learners and
highlights them in some way. What are usually
highlighted are the donts of a process or a strategy.

PLANNING AND PREPARING FOR

DEMONSTRATION (BROWN 1969)
1. What are our objectives?
2. How does your class stand with respect to
these objectives.
3. Is their 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
content of proposed 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)
1. Set the tone for good communication. Get and keep
your audiences interest.
2. Keep your demonstration simple.
3. Do not wander from the main ideas.
4.Check to see 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.

What questions can you ask to evaluate your

classroom demonstration? Dale(1969):
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 purposes?
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 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
his purpose?

Submitted by:
Famela Melate
BEED II A
Submitted to:
Prof. Mary Gene Panes