Lesson 10

DEMONSTRATION IN TEACHING

Objectives:

     1. To define the word demonstration

   2. To  discover  techniques and strategies in making  a demonstration work

ABSTRACTION

     In the demonstration of a new product, the speaker shows the product, tells all the  good thing about the product to promote it in order  to convince the audience that the product is worth buying.

     In the activists’ demonstration, the activists air their grievances and publicly denounce the acts of a person or of an institution, like the government, against whom they are demonstrated.

     When a master teacher asked to demonstration in teaching on a teaching strategy, she shows to the audience how to use a teaching strategy effectively.

     In all three instances of demonstration, there is an audience,  a process of speaking, and a process of showing a product or a method or proofs to convince the audience to buy the product, use the strategy or rally behind their cause.

     What the n is a demonstration? Webster’s International Dictionary defines it 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.

     What guiding principles must we observe in using a demonstration as a teaching – learning experience? Edgar Dale (1969) gives at least three:

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 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 whom 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 very    thorough, clear and detailed  in his demonstration  even to a point of facing the risk of being repetitive.

3. Watch for key options. What are key options? 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’t’s” of a process or a strategy.

To ensure that the demonstration works, we ought to plan and prepare very well before we conduct the demonstration. In planning and preparing for demonstration, Brown (1969) suggests methodical procedures by the following questions:

1. What are our objectives? How does your class stand with respect to these objectives?  This is to determine entry knowledge and skills of your students.

2. Is there a better way to achieve your ends?

3. If there is a more effective way to attain your purpose, then replace the demonstration method the more effective one.

4. Do you have access to all necessary  materials and equipments 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 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:

1. Set the tone for good communication. Get and keep your audience’s interest.

2. Keep your demonstration simple.

3. Do not wonder 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 have never dragged out.  They create their own tempo.

7. Summarize as you go along and provide a concluding summary. Use the chalkboard, the over head projector, charts, diagram, power point and whatever other materials are appropriate to synthesize your demonstration.

8. Hand out written materials at the conclusion.

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

·         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 purpose – 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 concentration 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 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 you evaluation of a student learning indicate that your demonstration achieved its purpose?