A Partial Fulfillment Report in Educational Technology

2. DEMONSTRATION IN TEACHIN

5. • what elements are common in the three (3) instances of
demonstration?
• how should these three do their demonstrations for them to achieve
their objectives (sell a product, get support and be heard, teach the
audience how to use the teaching method efficiently?

7. Three Instances of Demonstration
1. Audience
2. A process of speaking
3. A process of showing a product or
a method or proofs
Guiding Principles on Demonstration
according to Edgar Dale (1999)
Establish rapport – showing interest and
sincerity to audience to sustain attention
attention
Avoid the COIK (Clear Only If Known) – a
kind of fallacy to assume that what is
what is clear to the expert demonstrator is
demonstrator is also clearly known to the
known to the person whom the message is
message is intended.
Watch for Key Points – ones at which
error is likely made

8. Brown’s (1969) Methodical Procedures in
a form of Questions in Planning and
Preparing for Demonstrations:
1. What are our objectives?
2. How does your class stand with respect
with respect to these objectives?
3. Is there a better way to achieve your
achieve your ends?
4. Do you have access to all necessary
necessary materials and equipment to
equipment to make the demonstration?
demonstration?
5. Are you familiar with the sequence and
sequence and content of the proposed
proposed demonstration?
6. Are the time limits realistic?
Dale’s (1969) Several Points to Observe in Actual
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. 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 “break”.
6. Do not drag out the demonstration. Interesting things
are never dragged out, they create their own tempo.
7. Summarize as you go along and provide a concluding
summary. Use the chalkboard, the overhead projector,
charts, diagrams, powerpoint and whatever other
materials are appropriate to synthesize your
demonstration.
8. Hand out written materials at the conclusion.

9. Questions to Evaluate Classroom Demonstration
according to Dale (1969):
• Was your demonstration adequately and
and skillfully prepared? Did you select
select demonstrable skills or ideas? Were the
Were the desired behavioral outcomes clear?
clear?
• Did you follow the step-by-step plan?
• Did you make use of traditional materials
materials appropriate to your purposes –
– chalkboard, felt board, pictures, charts,
charts, diagrams, models, overhead
transparencies, or slides?
• Was the demonstration itself correct?
• Was your explanation simple enough so that
so that most of the students understood it
understood it easily?
• Did you keep checking to see that all your
students were concentrating 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 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?