DEMONSTRATION OF A NEW
the speaker shows the
product tells all the good things
about the product to promote it
in order to convince the
audience that the product is
the activist air their grievances
and publicly denounce the acts of a
person or an institution
Demonstration in Teaching
shows to the audience how to
use a teaching strategy effectively.
1. ESTABLISH RAPPORT
greet your audience. Make them
feel at ease by your warmth and
sincerity. Stimulate interest by
making your demonstration and your
self interest. Sustain their attention.
2. AVOID THE COIK FALLACY
(CLEAR ONLY IF KNOWN)
it is the assumption that what
is also clearly known to the
expert demonstrator is also
clearly known to the person for
whom the message is intended.
3. WATCH FOR KEY
the good demonstrator recognizes
possible stumbling blocks to learners
and highlights them in some way.
What are usually highlighted are the
“don’t’s” of a process or a strategy.
PLANNING AND PREPARING FOR
DEMONSTRATION (BROWN 1969)
1. What are our objectives?
2. How does your class stand with respect to these
3. Is their a better way to achieve your ends?
4. Do you have access to all the necessary materials
and equipment to make the demonstration?
5. Are you familiar with the sequence and content of
6. Are the time limits realistic?
You have planned and rehearsed your
demonstration, your materials and equipment
are ready, you have prepared your students,
then you can proceed to the demonstration
1. Set the tone for good communication. Get and keep your
2. Keep your demonstration simple.
3. Do not wander from the main ideas.
4.Check to see 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
8. Hand out written materials at the conclusion.
What questions can you ask to evaluate
your classroom demonstration?
Was your demonstration adequately
and skillfully prepared?
Did you follow the step-by-step plan?
Did you make use of additional materials appropriate to
Was the demonstration itself correct?
Was your explanation simple enough so that most of the
students 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?
Did you help students do their own generalizing?
Did you take enough time to demonstrate
Did you review and the key points?
Did your students participate in what you were doing
by asking thoughtful questions at the appropriate
Did your evaluation of student learning indicate that
your demonstration achieved his purpose?