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DEMONSTRATIONS IN TEACHING. Demonstration In teaching it is showing how a thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process of an attitude. Guiding principles used in demonstrating a teaching-learning experience:.

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DEMONSTRATIONS IN TEACHING


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    1. DEMONSTRATIONS IN TEACHING

    2. Demonstration • In teaching it is showing how a thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process of an attitude.

    3. Guiding principles used in demonstrating a teaching-learning experience:

    4. Establish rapport. • Avoid the COIK fallacy (clear only if known). What is this fallacy? It is the assumption that what is clear to the expert demonstrator is also clearly known to the person for whom the message is intended. • Watch for key points. What are key points? 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.

    5. Methodological methods in Planning and preparing for demonstration:

    6. What are the objectives? • How does your class stand with respect to these objectives? • Is there a better way to achieve your ends? • Do you have access to all necessary materials and equipment to make the demonstration? • Are you familiar with the sequence and content of the purposed demonstration? • Are the time limits realistic?

    7. Several points to observe when proceeding to a demonstration:

    8. Set the tone for good communication. • Keep your demonstration simple. • Do not wonder from the main ideas. • Check to see that your demonstration is being understood. • Do not hurry your demonstration. • Do not drag out the demonstration. • Summarize as you go along and provide a concluding summary. • Handout written materials at the conclusion.

    9. What questions can you ask to evaluate your classroom demonstration? Dale (1969) enumerates: Was your demonstration adequately and skillfully prepared? Did you select demonstableskills or ideas? Were the desired behavioral outcomes clear? Did you follow the step-by-step plan? Did you make use of additional materials appropriate to your purposes- chalkboard, felt-board, pictures, charts, diagrams, models, overhead transparencies, or slides?

    10. Did you make use of additional materials appropriate to your purposes- chalkboard, felt-board, pictures, charts, diagrams, models, overhead transparencies, or slides? • Was your explanation simple enough so that most of the students understood it easily? • Did you keep checking to see all your students were concentrating on what you were doing? • Could every person see and hear?

    11. If a skill was demonstrated for imitation, was it presented from the physical point of view of the learner? • Did you help the students do their generalizing? • Did you take enough time to demonstrate the key points?

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

    13. In the actual conduct of the demonstration itself we see to it that we: • 1) get and sustain the interest of our audience, • 2) keep our demonstration simple, focus, and clear, • 3) do not hurry nor drag out the demonstration, • 4) conclude with summary, and • 5) hand out written materials at the end of the demonstration.

    14. MAKING THE CONNECTION • A demonstration is a dramatic performance. • One thing to be done during the demonstration itself is to check to see that your demo is being understood while you are demonstrating. • To be able to sense if your audience understands what you are demonstrating about, you have to show Kouninswith-it –ness. (Kounins with-it-ness means that you are fully aware of what is happening in your class.)