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Demonstration in Teaching

The document defines a demonstration as a public showing that emphasizes the merits, utility, and efficiency of an article or product. In teaching, a demonstration emphasizes the merits, utility, and efficiency of a concept, method, process, or attitude. The document provides guidelines for planning and conducting an effective classroom demonstration, including establishing objectives, preparing materials, rehearsing steps, allowing sufficient time, checking for understanding, summarizing key points, and evaluating the demonstration's effectiveness.

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Ramil Gofredo
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214 views11 pages

Demonstration in Teaching

The document defines a demonstration as a public showing that emphasizes the merits, utility, and efficiency of an article or product. In teaching, a demonstration emphasizes the merits, utility, and efficiency of a concept, method, process, or attitude. The document provides guidelines for planning and conducting an effective classroom demonstration, including establishing objectives, preparing materials, rehearsing steps, allowing sufficient time, checking for understanding, summarizing key points, and evaluating the demonstration's effectiveness.

Uploaded by

Ramil Gofredo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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According to Webster's International Dictionary

- it is a public showing and emphasizing of


the salient merits, utility, efficiency, etc, of an
article or product

In TEACHING
- 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.
1.Establish rapport. Greet your audience.

2.Avoid the COIK Fallacy (Clear Only if


Known)

3.Watch for key points.


In planning and preparing for demonstration,
Brown suggests methodical procedures by the
following questions:
1. What are our objectives?
2. How does your class stand with respect to these
objectives. This is to determine entry knowledge and
skills of your students.
3. Is there a batter way to achieve your ends? If there is
a more effective way to attain your purpose, then
replace the demonstration method with the more
effective one.
In planning and preparing for demonstration,
Brown suggests methodical procedures by the
following questions:
4. Do you have access to all necessary materials and
equipment 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
demonstration? Outline the steps and rehearse your
demonstration.
6. Are the time limits realistic?
Several points to observe in doing
demonstration:
1. Set the tone for good communication.
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.
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 that can be asked to evaluate your
classroom demonstration:
1. Was your demonstration adequately and skillfully prepared?
Did you select demonstrable skills or ideas? Were the
desired behavioral outcomes clear?
2. Did you follow the step-by-step plan?
3. Did you make use of additional materials appropriate to
your purposes chalkboard, felt board, pictures, charts,
diagrams, models, overhead transparencies, or slides?
4. Was the demonstration itself correct?
5. Was your explanation simple enough so that most of the
students understood it easily.
Questions that can be asked to evaluate your
classroom demonstration:
6. Did you keep checking to see that all your students were
concentrating on what you were doing?
7. 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?
8. Did you help students do their own generalizing?
9. Did you take enough time to demonstrate the key points?
10.Did you review and summarize the key points?
11.Did your students participate in what you were doing by asking
thoughtful questions at the appropriate time?
12.Did your evaluation of student learning indicate that your
demonstration achieved its purpose?
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.

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