Lesson 10Demonstrations In

Teaching“GOOD DEMONSTRATION IS GOOD

COMMUNICATION”

Introduction

Like 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.

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 content of the

proposed demonstration?6. Are the time limits realistic?

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, and6. 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 lesson.

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?

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5. Evaluate the evaluation questions for demonstration. Can you add or delete or merge some items? Improve on them.

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, and6. hand out written materials at the end of the demonstration.

PREPARED BY:

RAFAELA JOY M. FAJARDO JONALYN FRANCISO EMMANUEL RAPSING BEED GEN.ED 2B