Demonstration in Teaching

1. Candy Crush

2. INSTANCES
PRINCIPLES
ADVANTAGES
DISADVANTAGES
BROWN’s
METHODICAL PROCEDURE
EDGAR DALE

3. Demonstration is showing how
thing is done and emphasizing
of salient merits, utility and
efficiency of a concept, a
method or a process or an
attitude.

4.  an audience
a process of speaking
 a process of showing a methods or
proofs to convince the audience
INSTANCES OF DEMONSTRATION

5. 1. Established Rapport
Greet your audience.
2. Avoid the COIK Fallacy (Clear Only If
Known)
To avoid fallacy, it is best for the expert
demonstrator to assume that his audience
knows nothing about what he is intending to
demonstrate for him to be very thorough,
clear detailed demonstration even to a point
of facing the risk of being repetitive.
PRINCIPLES OF DEMONSTRATION

6. 3. Watch for key points
The important details of an
information.

7. ADVANTAGES OF DEMONSTRATION
• Utilize several senses
• Stimulate interest
• Present ideas and concepts clearly
• Provide direct experiences
• Reinforce learning
(Newby, Stepich, Lehman & Russel,1996, p. 48)

8. DISADVANTAGES OF DEMONSTRATION
• May fail
• May limit participation
• May limit audience
• Require pre-preparation
(Kosma, Belle, Wiliams, 1978, p. 343)

9. To insure that the demonstration works,
Brown (1969) suggests methodical
procedures by following questions:
1.What are our objectives?
2.How does your class stand with
respect to these objective.
3.Is there a better way to achieve your
ends?

10. 4.Do you have access to all the
necessary material and equipment to
make the demonstration?
5.Are you familiar with the sequences
and content of the proposed
demonstration?
6.Are the time limits realistic?

11. Several points to observe when
demonstrating ( Dale 1969):
1.Set the tone for good communication.
2.Keep your demonstration simple.
3.Do not wander from the main ideas.

12. 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.

13. Dale (1969) questions than can be ask
when evaluating classroom demonstration:
• Was your demonstration adequately
and skillfully prepared?
• Did you follow the step-by-step
plan?

14. • Did you make use of additional materials
appropriate to your purpose?
• Was the demonstration itself correct?
• Was your explanation simple enough so that
most of the students understood it easily?

15. • Did you keep checking to see that all your
students were concentrating on what you were
doing?
• Could every person see and hear?
• Did you help students do their own generalizing?
• Did you take enough time to demonstrate the key
points?

16. • Did you review and summarize the key points?
• Did your students participate in what you were
doing by asking thoughtful question at the
appropriate time?
• Did your evaluation of student learning indicate
that your demonstration achieved its purpose?

17. THANK YOU FOR
LISTENING!!!