DEMONSTRATION METHOD

INTRODUCTION- Demonstration as a teaching strategy refers to the visual presentation of

the action and activities or practical work related to the facts and principles of a delivered
lesson by teacher in the classroom, aiming to facilitate the task of teaching learning. A
teacher while using this strategy demonstrates in a practical form, the objects, instruments,
phenomenon, action, and events related to the teaching lesson. All students of the class
simultaneously gain practical richer experiences with the common demonstration exhibited to
them by the class-teacher. As a result such demonstrations help them in understanding the
facts and principles in their proper form, practically as well as theoretically.

DEFINITION AND MEANING- The most effective method for the development of skills
is demonstration method.

“Demonstration is defined as a method of teaching by exhibition and explanation. It implies

presentation of organized series of events or equipments to group of students for their
observation. Salient features, utility, efficiency of each article, each step of a procedure,
experiment are explained.”

It is more than laboratory work. It is a combination of lecture and laboratory work. The
teacher makes the use of classroom and demonstration table\area in the classroom to teach
and demonstrate. Some part of teaching is done before demonstration, some during
demonstration, and some after demonstration to explain the purposes, article used, underlying
principles and termination of procedure etc. The students may or may not be involved while
demonstrations are done by the teacher. Students usually make observation, listen and write
down notes. Often this method is referred as lecture-demonstration or demonstration-lecture.
In this method theory and practice go hand in hand. This method is the most commonly used
method in teaching of nursing subjects.

After demonstration by the teacher, return demonstration followed by practice session under
supervision, are done by the students to ensure efficiency in development of skills.

ESSENTIAL CHARACTERISTICS OF A GOOD DEMONSTRATION-

 The demonstrator should understand the entire procedure before attempting to

perform for others. This sometimes necessitates review before performance.
 All equipment should be assembled and pretested, as it saves time and ensure that the
apparatus will be in good working condition.
 Advance knowledge of the procedure to be followed in the demonstrations to avoid
distraction of students.
 A positive approach should be used. Emphasis should be placed on what to do, rather
than what not to do.
 Demonstrator should accompany the procedure, with reviewing comments relative to
procedure and its anticipated result. It should be limited to essential facts.
 The setting for demonstration should be true to life as far as possible.
 A discussion period should always follow the demonstration.
  Mimeographed directions should be distributed before demonstrating a nursing
procedure, as it saves continuous dictation on the part of teacher and waiting on the
part of the students.
 The student should be given opportunity for prompt practice for better learning.

USES OR PURPOSES OF DEMONSTRATION METHOD-

 The Demonstration method of teaching can be used to serve the following purposes-
 To demonstrate experiments in the science class.
 To demonstrate nursing procedure in the classroom and clinical settings.
 To demonstrate the skill in patients and family members to learn how to take care of
themselves.
 To demonstrate establishing effective nurse patient relationship.

ADVANTAGES-

 It activates several senses, this increases learning because the more senses used, the
better opportunity for learning.
 It provides an opportunity for observational learning.
 It clarifies the underlying principles by demonstrating the Why of a procedure.
 It commands interest by use of concrete illustrations.
 It correlates the theory with practice.
 It gives the teacher an opportunity to evaluate student’s knowledge of a procedure.
 To determine whether re- teaching is necessary.
 Used as a stronger motivational force.
 Return demonstration under supervision of the teacher provides an opportunity for
well-directed practice before the students must use the procedure on the ward.

LIMITATIONS AND DEFECTS-

The demonstration strategy suffers from the following defects and limitations-

 All the topic related to various subjects cannot be demonstrated therefore, this
strategy cannot be applied for the teaching of all the topics and subjects of the
school/college curriculum.
 Demonstration strategy for its use requires competent teachers well acquainted with
the theoretical concepts and their related practical demonstration. In the absence of
such skilled teacher, we cannot expect good result through the use of demonstration
strategy.
 The success of demonstration lies in its proper observation on the part of the students.
It requires small number of students in a class, the proper equipments and materials,
the facilitates of making the demonstration visible to whole class and keen attention
and alertness on the part of the students throughout the process of demonstration.
 Demonstration strategy only demonstrates the action but not provides actual
opportunities for learning by doing or self experimentation for the students.
  Demonstration if not tackled properly may also lead in the wastage of time and energy
of the students and the teacher with quite insignificant gains in terms of achieving the
desired objectives related to the teaching of lesson.

GUIDELINES FOR THE EFFECTIVE USE OF DEMONSTRATION METHOD-

1. The teacher should take care of the following things for making the effective use of
demonstration as a teaching strategy-
2. The teacher should carefully plan about the demonstration work carried out in the
class. In the delivery of lesson, first of all, he must mark where he has the need and
scope for demonstration.
3. Teacher must have the definite objectives to be achieved by him through the use of
demonstration as a teaching strategy.
4. The demonstration carried out in the class should be in perfect tune with the topic
taught, teaching objectives to be achieved, the needs, interest, mental level and
previous experience of the students and the teaching-learning situations prevalent in
the class at the time of demonstration.
5. The teacher should always keep in mind the “principle of integration theory with
practice”. Accordingly the students should be given proper theoretical knowledge
along with the practical side covered by the demonstration.
6. The teacher should try to acquaint the students of his class are able to observe the
things and events demonstrated to them in a proper way without any interruption.
7. The each and every step related with demonstration should be made clear to the
students in reference to the basic questions, what, why, how of the ongoing activities.
8. The necessary precautions to be observed into the demonstration activities by the
teacher should be made clear to the students.
9. The teacher should attract the attention of his students in his demonstration just like a
magician and keep it sustained throughout.
10. The students should be active partner in the demonstration process instead of
remaining mere observers.
11. The teacher should take all precautions and care for the successful demonstration.
However, in case if he fails in doing so, he should not get perturbed but try to involve
the students for finding the cause of the failure of the experiments in demonstration.
12. The material and apparatus, etc. to be used for the demonstration should be placed in
such a way as to be located and used with convenience at the needed hour.
13. Demonstration strategy for better results should be supplemented by other strategies
like questioning-answering, exposition, narration explanation and using aid material
like charts, pictures, models, graphs, and slide, etc. as suited in particular situation.
14. In addition to the above, the teacher should made use of the blackboard for writing out
the main points related with his demonstration work including sketches of apparatus
and procedure involved.
15. Every demonstration should have a proper evaluation session. The teacher should ask
proper questions from the students concerning theory and practice of the presented
 facts and principles. He should also encourage the students for removing their doubts,
filling, up the gaps in their studies or knowing more on the topic.

COMPONENTS OF DEMONSTRATION-:

TEACHER LEARNERS LESSON EQUIPMENTS

Plan performs Observe Experiment For explanation-
evaluates can imitate(mentally) procedure; Use black board,
be Understand and Do Activity skill process charts, diagrams,
demonstration themselves apply later in picture, slides,
herself or can classroom transparencies, film
help of others. Laboratory, hospital strips, video recording,
ward, clinics, O.P.D, and audio cassettes.
community health field For Demonstration-
Specimens, objects,
models, film
equipment, mock ups,
simulation etc.

STEPS FOR A SUCCESSFUL DEMONSTRATION-

1.Planning and Preparation-

 Determine goals and objectives.

 Review knowledge/ theory
 Assemble equipment
 Do rehearsal
 Outline the steps
 Arrange for adequate lighting, ventilation, seating,/standing, space
 Plan seating arrangements and for return demonstration.
 Use handouts, pictures, after demonstration
 Check to see that equipments for demonstration are functional
 While having mock patient for demonstration ensure her safety and comfort

2.Performance Phase-

 Set the tone for good communication

 Check an keep articles handy and in an orderly manner
 Keep the demonstration simple
 Do not deviate from the main topic
 Check and see that all can see and hear
 Ask question to get feedback that the students are following or have understood
 Pace the steps, explanation and comment
 Summarize as you proceed and provide a concluding summary
 Demonstrate termination of procedure
 Provide opportunity to ensure prompt practice
 Develop good observation habits and accurate reporting skills
  Provide opportunity for application, insight, reasoning- to be used in future situation

3.Evaluate teaching- Learning-

 Through discussion
 Giving test
 Taking return demonstration

4.Key Points-

 Planning
 Telling
 Explaining
 Showing
 Doing
 Termination
 Recording
 Taking Feedback
 ROLE PLAY METHOD

INTRODUCTION- The role play is another student centred method of teaching. Roles are
enacted in clearly defined social situations. The group conference method lends itself for
modification in the use of role-playing. Role-playing involves the acting out of roles related
to problem involving human relations. When group members are provided with opportunities
to live “ live through” problem situations, they gain increased understanding of themselves
and learn how to establish relationships.

Recording role-play situations on audio or videotape allows the players to review their own
actions and reactions, as well as to receive feedback from the audience.

DEFINITION AND MEANING OF ROLE-PLAY-

“Role-play is a relatively new educational technique in which people spontaneously act out
problems of human relations and analyse the enactment with the help of other role players
and observers.”

Role playing, sociodrama and psychodrama are closely related and the terms role-playing nd
sociodrama are frequently interchangeable.

The role-play is medium to express one’s opinion feeling about certain social situation, what
people can think, feel and why do they behave and what can be done to handle the situations
through presentation and discussion in the group. This method thus, can generate data about
human behaviour and human relations which are not available by traditional methods. For
example, student can do role-play on nursing procedure, interpersonal relationship and
problems, social issues like large family, infertility problems , drug abuse, gender sensitivity
etc.

PURPOSES OF ROLE-PLAY-

 To convey information
 To develop specific skills
 To develop a situation for analysis
 To prevent alternative courses of actions
 To prepare for meeting future situation
 To develop understanding of points of view of others
 Increasing their insight into typical ways of dealing with them.

ADVANTAGE OF ROLE-PLAY-

 Develops skill in leadership, interviewing and social interaction e.g. how to lead a
discussion, how to be a member of team responsible for patient care.
 Provides an opportunity for the student to put herself in another’ s place and to
become more sensitive to another’s feelings.
 Develop skills in group problem-solving. It helps the student in identifying critical
issues and to come to neutral agreement.
  Develops the ability to observe and analyse situations, e.g., the problem of mothers
not bringing the children for immunization, care of the child with diarrhoea etc.
 Gives an opportunity to the student to practice selected behaviour in a real life
situation without the stress of making a mistake.

PRINCIPLES OF ROLE PLAY-

 Role playing is flexible.

 The role play should be a stimulant to think and not an escape from the discipline of
learning.
 There is no single best method of selecting the characters; the group may do the
assigning.
 Role play should never be rehearsed.
 Analysis and evaluation is essential to attain the maximum learning benefits.
 Role-play should be brief.

SETTING UP OF ROLE-PLAYING-

 Define the problem to be considered and the nursing situation in a meaningful manner
to all students in the class.
 Identify the characters in the situation and ask for volunteers to play these roles.
 Ask the participants to try to place themselves in the position of the characters.
 Caution the participants against the desire to express their own ideas and opinions.
 Each class member selects one role and identifies herself with it, listens and tries to
anticipate what the persons in the situation might say or do.
 Never rehearse for role-playing.
 At any point during a dramatization participants may hold a short conference to
clarify the problem under study.
 The length of the role-play will depend upon how long it takes to make the nursing
situation clear and the student becomes aware of feelings and thoughts of these in
actual situation.
 At the end of the activity time should be given for a discussion.

ROLE OF TEACHER IN ROLE-PLAY OF TEACHING-

 This provides the teacher with the opportunity to note individual student needs by
observing and analysing her needs in a real life situation.
 Assist the student in meeting her own needs by either giving her or encouraging group
members to give her on the spot suggestions.
 Encourage independent thinking and action by stepping aside on giving indirect
guidance to emphasize them to themselves.
 The teacher can correct the errors and use the role-play for specific teaching on the
subjects.
DISADVANTAGES-

 Role play is a means, not an end.

 It requires expert guidance and leadership.
 Sometimes participants may feel threatened.
 Used as an education technique, not as a therapeutic one. Strongly dependent on
student’s imagination.
 Time consuming in developing group readiness, should not be used when pressure of
time is present.
 Limited only by the teacher’s ingenuity and realistic use.

POINTS TO REMEMBER WHILE DOING ROLE PLAYING-

 There should never be one answer to a situation presented.

 The time of the play should be brief.
 Enough time should be allowed for discussion and analysis of the situation.
 Evaluation concern the teacher and the participants through discussion or follow up as
to specific individual behaviour or sequential of group-actions.

STEPS IN ROLE PLAYING-

I Select a problem for role-playing. It may be done by-

a. The group leader, who recognizes a problem that can be used effectively and suggests
it to the group.
b. The group can list problem on the blackboard and decide which problem they want to
work out. The problem selected should be one-
c. For which there is not a clear ‘yes’ or ‘No’ answer.
d. Which is of real concern to the majority of the group.
e. On which the group has indicated either by vote or general consensus that they want
to focus attention.

II Set-up the role playing scene-

1.The group should come to a clear agreement on the chief objectives to be realized in role
playing.

2.The group working together with the leader decides.

a. What characters are to be involved.

b. The attitudes and personalities of the characters.
c. The setting of the story.
d. The point on which the story should begin.

3.The leader may brief the players on the situation, which they have decided they want to
portray. The leader may arbitrarily assign individual to take the various roles or members
may volunteer to play the different roles.
4.The player’s lines are never fixed but for just what the player thinks his character would say
in a given situation.

III. Getting underway in role playing-

1. The role takers usually go out of the room and are given a few minutes to ‘warm up’
or get the feeling of the roles they are about to play. Specific names, other than their
own, should be used to help them get into their roles.
2. The role players should attempt to express the attitudes which the group has assigned
to the various character as well as to achieve the goals decided upon.
3. The story grows out of the natural reactions of the goals decides upon.
4. The story grows out of the natural reactions of the characters enacted in the role-
playing.

IV The part the group plays-

Those members not involved in the actual role playing act as observer. They may be assigned
to watch particular role players or to look for important clues, which come out of role
playing.

V Cutting the Role- playing-

The leader may cut at point where enough action has already occurred to provide a basis for
discussion.

VI After the role playing is cut-

1. Get immediate reaction of the role players. How they felt in their roles and how they
responded to other responses in the scene.
2. Use in the discussion the role name of each person so that the players will not feel he
is being evaluated.
3. When role players succeed in really projecting themselves into the roles assigned
them, they usually give during the discussion valuable insights into the problem and
provide additional material for discussion.

VII.The Audience observers-

The comments of the audience observers constitute the heart of the role-play as a discussion
technique-

 How did the group think the role was handled?

 What were the good points of the action?
 What were the poor points or omissions.

VIII The role play scene might be played by different people so that there might be a
comparison of the different people.
IX Caution in the use of role-playing-

1. Use role-play only if, when it will be useful; not just for the sake of doing it.
2. Be careful about the interpersonal relationship within the group.
3. If there is a popular role, give it to a person with enough status in the group to carry it
successfully. If necessary the leader might play it to spare the feeling of others.
4. Avoid un-covering deep-seated personal problem, which require professional help.

X Summarize-

a. The leader sums up with the group the chief points or principles which have come out
in the role-play and the comments of the observers which follows.
b. The comments on the specific problems should be related back to the more general
problem under considerations.

THE PROCESS OF ROLE-PLAYING-

1. NEED- Develops within group, concerns all members.

2. ROLE-PLAY- Explained as a method. Geared to level and readiness of the group.
3. PROBLEM- Controversy and conflict. Probe different view points.
4. PURPOSES- All members identify objectives.
5. SITUATIONS- Specific attitudes and motivations delineated.
6. CASTING ROLES- Ask for volunteer. Provide atmosphere which allows for
volunteering or choosing actors. Do not use own names. Recorder may be chosen to
note various aspects of the presentations.
7. BRIEFING AND WARMING UP- Cast members may be excused to develop own
role or reviewing problems. Rest of the group discuss possible situation. Situation
may be present a frame of reference.
8. METHOD- Players One group represents. Reverse roles.
9. Alternate group substitute roles.
10. AUDIENCE PARTICIPATION- Certain members identify with-
11. Actors
12. Group asked to look for critical issues.
13. STOPPING-Cut when purpose is achieved.
14. DISCUSSION AND ANALYSIS- Actors discuss own performance first. Group
discusses scene. Teacher encourages discussion, but keeps in background.
15. EVALUATION- Observe whether the purposes is achieved or not.

LIMITATIONS-

 Role-play places undue emphasis on the dramatic aspects.

 It cannot be used successfully till the group understands and accepts it as a method of
learning.

Role-play as an effective educational method helps to bring out data about human
behaviour and human relations. Role- play helps the students, many attitudes and feelings
affect group process.
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and Methods(3rd ed) New Delhi ;Konark Publishers ,.

 Jagannath Mohanty (2007). Educational Technology ,1st ed, New Delhi ; Mayur
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