2. DEMONSTRATION
It is a visualized explanation of an
important fact, idea or process by
the use of photograph, drawings,
films, displays, or guided motions. It
showing how things are done.

3. What guiding principle must we
observe in using demonstration as a
teaching-learning experience?

4. Establish Rapport.
Greet your audience . Make them feel at ease by your
warmth and sincerity. stimulate their interest by making
your self and demonstration interesting. Sustain their
attention.

5. Avoid COIK fallacy
(clear only if known)
What is this fallacy? It is the assumption that
what is clear to the expert demonstration is also
clearly known to the person for whom the
message is intended.
demonstrate in his very through.

6. Watch your key points.
What are key points?
DALE (1996) says, “they are the ones at
which an error is likely to be made, the
places at which many people stumble and
where the knacks and tricks of the trade
are especially important.

7. You have planned and rehearsed your
demonstration, your materials and
equipment are ready, you have prepared
your students, then you have prepared
your students, then you can proceed to the
demonstration itself.

8. 1. Set the tone for good communication . Get
and keep your audiences interest.
2. keep your demonstration simple.
3. do not wander from the main ideas
4. check to see that your demonstration is being
understood.

9. 5. Do not hurry your demonstration. Asking
questions to check understanding can serve as a
brake.
6. Do not drag out the demonstration.
Interesting things are never dragged out .
7. Summarize as you go along and provide a
concluding summary. Use the chalkboard the
overhead projector, charts, diagrams, and
whatever other materials are appropriate to
synthesize your demonstrations.
8.Hand out written materials at the conclusion.

10. What questions can you ask to
evaluate your classroom
demonstration?

11. -Was your demonstration adequately and
skillfully prepared?
-Did you select demonstrable skills or ideas?
-Did you follow the step by step plan?
-Was the demonstration itself correct?
-Did you keep checking to see that all students
were concentrating on what were doing?

12. -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 students do their own
generalizing?
-Did you take enough time to demonstrate the
key points?
-Did you review and summarize the key points?

13. -Did your students participate in what you are
doing by asking thoughtful questions at the
appropriate time?
-Did your evaluation of a student learning
indicate that your demonstration achieved its
purposed?