PROGRAM: POST GRADUATE DIPLOMA IN EDUCATION

SESSION: WEEKEND PROGRAM

COURSES UNIT: INSRUCTIONAL METHODS

COURSE CODE: EDF 7226

DATE: 01ST/ OCT/2024

ACTIVITY: GROUP COURSEWORK

NASSAKA SHABRA: 2024-01-24918

MARGARET WANDERA: 2024-01-24769

KISEKA UMARU KASAGA: 2024-01-23867

MUGUME JOHN: 2024-01-23706

QN1: Use the notes and other sources of information to (Demonstration)

a. Explain by the given method that you have allocated.

b. Show the plan/steps followed if you will use the given method.
c. Outline the advantages and disadvantages of the method.
d. What can be done to improve upon the use of the method?
QN1a.

The method of demonstration in teaching is an instructional strategy

where the teacher shows or models a process, skill, or concept to students, often
followed by student practice. It is widely used in both theoretical and practical
subjects to help learners visually understand and grasp concepts more effectively.
This method is particularly useful when teaching physical skills, complex
processes, or abstract ideas that are easier to understand through observation.

Key Features of the Demonstration Method:

1. Visual Learning: The teacher or expert performs the task or illustrates the
concept step by step, allowing students to observe how it is done.
2. Sequential Process: Demonstration usually follows a clear, organized
sequence, highlighting key steps and ensuring students understand the flow
of the task.
3. Active Engagement: Students are often encouraged to ask questions,
discuss, and clarify doubts during or after the demonstration to deepen
understanding.
4. Practical Application: Demonstration is often followed by opportunities for
students to practice what they have learned, either individually or in groups.
5. Feedback Loop: After the demonstration, students may try replicating the
task, with the teacher providing immediate feedback to correct errors and
improve technique.
QN1b.

The Steps Involved in the Demonstration Method include preparation,

introduction, demonstration, explanation and clarification, practice by
students and finally evaluation and feedback

1. Preparation:
o The teacher ensures all materials and resources are ready and that the
demonstration is well planned.
o It involves understanding the level of students and breaking down the
task or concept into manageable steps.
2. Introduction:

The teacher introduces the topic, explains the objective of the

demonstration, and why it is important. Background information or
key concepts are briefly discussed before proceeding with the
demonstration.

3. Demonstration:

The teacher carefully demonstrates the process or concept,

explaining each step clearly and methodically. For more complex
tasks, teachers might repeat steps or use multiple angles to ensure all
learners can follow.

4. Explanation and Clarification:

As the teacher demonstrates, they explain the rationale behind

each step, why certain methods or tools are used, and the expected
 outcome. Questions and clarifications are encouraged during or after
the demonstration to ensure students fully understand.

5. Practice by Students:

After observing, students are given the opportunity to practice the

demonstrated task under supervision. This stage reinforces learning through hands-
on experience. Students can practice individually or in groups, depending on the
nature of the task.

6. Evaluation and Feedback:

The teacher observes the students’ performance and provides

constructive feedback to correct mistakes or enhance technique. This step is
crucial for reinforcing learning and ensuring students can apply the
demonstrated process correctly.

Examples of Demonstration in Teaching:

 Science Experiments: In a chemistry class, a teacher might demonstrate

how to safely conduct a chemical reaction before allowing students to
perform the experiment.
 Physical Education: In sports, a coach might demonstrate the correct form
for a jump shot or the proper way to run drills.
 Art and Craft: An art teacher may demonstrate how to use watercolors or
sculpt clay to show different techniques to students.
 Mathematics: Teachers might demonstrate problem-solving methods on a
board or using manipulative to help students visualize abstract concepts.

QN1c. Advantages of the demonstration method

  Clarity: By visually showing a process, demonstration makes abstract
concepts easier to understand, helping students grasp them more effectively.
 Engagement: Watching a demonstration can be engaging, capturing
students' attention more effectively than purely verbal instruction.
 Skill Development: The method is ideal for teaching hands-on skills or
complex techniques that students need to master through practice.
 Immediate Feedback: When students replicate the demonstrated task,
teachers can give real-time feedback to correct mistakes and reinforce
learning.

Below are the disadvantages of the Demonstration Method:

 Time-Consuming: Demonstrations, especially with larger groups, can take

time, particularly if students require individual attention afterward.
 Not Ideal for All Subjects: Some topics, particularly highly theoretical
subjects, may not lend themselves well to demonstration, where other
teaching methods (like discussion or lecture) may be more appropriate.
 Dependence on Resources: Successful demonstrations often require
materials or equipment, and a lack of resources can limit the effectiveness of
the method.

QN1d.

The demonstration method is a teaching technique where an instructor shows

students how to do something in a step-by-step manner, often with real-time
examples or models. While effective in visualizing processes and skills, it has
certain disadvantages. Here are ways to address those drawbacks:
 Interactive Demonstrations: Encourage students to ask questions, make
predictions, or even perform parts of the demonstration. After the
demonstration, have students work in groups to practice what they observed.
Immediately follow demonstrations with hands-on practice for students to
apply what they have learned.

 Work with Smaller Groups: Conduct demonstrations in smaller groups or

create breakout sessions, Use video demonstrations that can be paused,
replayed, or slowed down, allowing students to watch at their own pace.
After the demonstration, offer one-on-one or small group feedback to
address specific student needs. In order to reduce on limited individual
attention.

 Pre-Recorded Demonstrations: Use pre-recorded videos to save class time.

The instructor can focus on answering questions and discussing key points
rather than repeating the demonstration. For instance, Have students watch
demonstration videos at home and spend class time practicing or asking
questions. And Break down complex tasks into smaller, time-efficient
demonstrations.

 Differentiated Instruction: Complement demonstrations with varied

resources such as reading materials, diagrams, or audio explanations to suit
different learning preferences. Use multimedia (e.g., videos, info graphics,
live demos) to reach visual, auditory, and kinesthetic learners.

 Preparation and Backup Plans: Test all equipment beforehand and have
backup solutions in case of technology failure. And Provide students with
 alternative materials (e.g., diagrams or step-by-step guides) in case the
technology fails.

 Formative Assessments: Use quizzes, quick questions, or peer discussions

during and after the demonstration to gauge understanding. And use Student-
Led Demonstrations, after the teacher’s demonstration, allow students to
repeat the process to the class or a small group. This peer-led approach
reinforces learning and provides an assessment opportunity.

 Verbalize Key Points: Narrate and emphasize critical steps while

demonstrating. Provide written instructions or a step-by-step breakdown to
complement the visual demonstration. So as to limit the over reliance on
visual learning.

 Stop-and-Check Method: Pause during key points of the demonstration to

explain critical steps, address questions, and correct misconceptions. Also
use Peer review, have students review each other's understanding or
performance to identify and correct any mistakes.

By addressing these challenges, the demonstration method can be made more

interactive, personalized, and effective for different learning environments.

In conclusion, the demonstration method is highly effective in instructional

contexts where visual learning and skill development are important. It allows
students to see a practical example of what they are learning, making complex or
abstract concepts easier to grasp and apply. When paired with active practice and
feedback, it can be an incredibly powerful teaching tool.
References

1. Mayer, R. E. (2009). Multimedia Learning (2nd Edition).

2. Eggen, P. D., & Kauchak, D. P. (2013). Educational Psychology: Windows on

Classrooms (9th Edition).

3. Joyce, B., Weil, M., & Calhoun, E. (2014). Models of Teaching (9th Edition).

4. Borich, G. D. (2011). Effective Teaching Methods: Research-Based Practice

(7th Edition).

5. Kilpatrick, W. H. (1951). The Project Method.

6. Reiser, R. A., & Dempsey, J. V. (2017). Trends and Issues in Instructional

Design and Technology (4th Edition).

7. Clark, R. C., & Mayer, R. E. (2016). E-Learning and the Science of

Instruction: Proven Guidelines for Consumers and Designers of Multimedia

Learning (4th Edition).

8. Bandura, A. (1977). Social Learning Theory.

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