The document discusses the demonstration teaching strategy. It defines demonstration as a planned performance by a presenter to show an occupational skill, scientific principle, or experiment. There are three steps to an effective demonstration: introducing the problem, showing understanding through demonstration, and applying the concept. The strategy involves a teacher modeling a task while explaining it to students before having students practice it independently. There are two styles - demonstrating without explanation, and demonstrating with narration and questions. The strategy works best for teaching manipulative skills and is useful across subjects if properly planned.
2. Teacher
Student
Teachers are the main authority figures whose
primary goal is to pass knowledge and information onto
their students. Students are viewed as “empty vessels”
whose primary role is to receive the information with an
end goal of testing and assessment.
What do we mean by Teacher-
Centered Strategy?
3. A demonstration is "any planned performance by a
presenter of an occupational skill, scientific principle or
experiment". An effective demonstration follows three
steps of the "learning cycle".
What do we mean by Demonstration?
1. The stimulus step (introducing the problem).
2. The assimilative step (demonstration and
development of the understanding by the learner).
3. The application step.
4. The Demonstration Strategy
The demonstration method of teaching shows
learners how to do a task using sequential instructions
with the end goal of having learners perform the tasks
independently. The purpose of this strategy is to to
increase student understanding of the concepts
demonstrated, and to increase student enjoyment of
the class.
5. The demonstrative teachingstrategyrelies on one key
elementin order to provide instruction:
Eggen and Kauchak’s Educational Psychology defines
modeling as “changes in people that result from
observing the actions of others.” (236)
MODELING
6. The demonstrative teaching strategy allows the teacher to show a given task or
procedure; for example a math problem or a dance routine. However there are two
ways this demonstration can be done.
1. Firstly, the instructor can demonstrate the task with no narration, annotation, or
questioning on behalf of students; this would strictly allow them to watch the task
carried out from start to finish. This strategy can be most effective when dealing
with clear, concise, process-based tasks, such as physical action in physical
education sessions.
2. Secondly, the instructor can provide a demonstration while students observe and
listen to an explanation; if relevant, students can take notes or ask questions
which allow them to more fully understand what is taking place before their eyes.
For example this method can be used in math class when the teacher is solving a
problem.
Two Styles of the Demonstration
Strategy
7. No matter which of the demonstrative
instructional strategy used, students have to practice
the task on their own, using necessary materials and
mimicking the instructor’s actions. This strategy is
applicable to many subject areas however the manner
in which the information is presented is an essential
consideration from the very start.
Advantages of the Demonstration
Strategy
8. Safety: Demonstrations act as safety
features, which allows the teacher to
control potential dangers that students
can encounter when handling caustic
materials or dangerous equipment.
Seeing before doing: It is beneficial to the
students when they are able to see what is
expected of them, to be done before they
actually do it.
Task guidance: This is where the teacher
simultaneously guides a large group of
students to complete a task.
Economy of supplies: While the
demonstration is being done the only
supplies needed are those the presenter
is using for the demonstration.
9. Teaching is more interactive and
engaging with this method.
Pace of learning can be
monitored to maximize
understanding.
Results can be verified
immediately at completion of
demonstration.
Primary grade students that are
highly visual learners excel.
10. PROPER PLANNING minimises the
limitations of this method of
instruction.
Limitations of the Demonstration
Strategy
11. Class Control
A high student- teacher ratio may pose a
challenge in managing large classes.
Supervision may also be compromised
especially if again, the student teacher ratio
is high.
Limited View - All students may not have adequate
view when done in a large group.
Non-Flexible Pacing- All students may not be able to
keep up (follow) with the pace of the presentation.
12. Safety - safety issues are critical to this method of
instruction especially if hazardous equipment are
involved but students have not properly understood
the demonstration.
Autocratic style of teaching- Provides little
room/avenues for students to be innovative, creative,
as they seek to mimic what the teacher does.
Time Consuming - more time is needed for developing
and delivering clear and concise instructions; for
demonstration, for practice before demonstration, for
discussions and for execution of instruction given.
13. Students have the potential to become easily confused
and distracted during demonstration when they have
to hold questions and concerns till the end of the
presentation.
Questions from other students can cause confusion for
others.
14. When is the Demonstrative
Method best used?
The demonstration method is best used in
teaching learners how to perform manipulative
operations. In other words, the best way to teach "how"
is to "show how".
With the entire class
With a group
With an individual
15. • An effective demonstration should be given in a minimum of
time--no longer than 15 minutes.
• During the practice period, the presenter should be aware of
the activities of each member of the class.
• As the learners work individually, the presenter should move
quickly from one learner to another.
• Periodically, the presenter should position themselves at a
location where they can observe the entire group of learners.
This will permit effective supervision as well as to allow
learners to come to them for help.
• If a number of learners are having difficulty in learning a skill,
the demonstration should be repeated and the learners who
have mastered the skill may assist the presenter with those
who have not.
17. Reference
• Advantages and Disadvantages of Method Demonstrations.
(2015, January 23). Retrieved from Rice Knowledge
Management Portal:
http://www.rkmp.co.in/content/advantages-and-
disadvantages-of-method-demonstrations
• California, U. U. (2015 , January 23). Teaching Methods.
Retrieved from Teach Make a Differrence:
http://teach.com/what/teachers-teach/teaching-methods
• Coffey, H. (2015, January 23). Demonstration. Retrieved from
Learn NC: http://www.learnnc.org/lp/pages/5181
• Demonstrative Teaching Method. (2014, January 23).
Retrieved from Paper Masters:
https://www.papermasters.com/demonstrative-teaching-
method.html
18. • Hoult, A. (2015, January 23). Strengths and Limitations of
Demonstration. Retrieved from tips for student teachers:
demonstration and group work strategies:
https://alyceeduproject.wordpress.com/2-strengths-and-
limitations-of-demonstration/
• Miska, A. (2015, January 23). Classroom Modeling: Scaffolding
Learning or Stifling? Retrieved from
https://www.ed.psu.edu/englishpds/inquiry/projects/miska04.ht
m
• Sharon E. Smaldino, D. L. (2011). Instructional Technology and
Media for Learning. In Instructional Technology and Media for
Learning (p. 74). Canada: Pearson Education Inc.
