1 / 11

Demonstration - PowerPoint PPT Presentation

  • Uploaded on

Demonstration. Joyce Parson s & Emily Reeb. Demonstration. “Demonstration is done by the teacher to show the learner how to perform a particular skill” (Fitzgerald, 2008 ). Explanation Phase.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Demonstration' - kendra

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript


Joyce Parsons & Emily Reeb


“Demonstration is done by the teacher to show the learner how to perform a particular skill” (Fitzgerald, 2008)

Explanation phase
Explanation Phase

Explanations must be clear, pertinent to the objectives of the particular lesson to be presented, and based on the known experience and knowledge of the students.

In teaching a skill, the instructor must convey to the students the precise actions they are to perform. In addition to the necessary steps, the instructor should describe the end result of these efforts.

Before leaving this phase, the instructor should encourage students to ask questions about any step of the procedure that they do not understand.

Demonstration phase
Demonstration Phase

The instructor must show students the actions necessary to perform a skill.

As little extraneous activity as possible should be included in the demonstration if students are to clearly understand that the instructor is accurately performing the actions previously explained.

If, due to some unanticipated circumstances the demonstration does not closely conform to the explanation, this deviation should be immediately acknowledged and explained.

Student performance and instructor supervision phase s
Student Performance and Instructor Supervision Phases

Because these two phases, which involve separate actions, are performed concurrently, they are discussed here under a single heading. The first of these phases is the student's performance of the physical or mental skills that have been explained and demonstrated. The second activity is the instructor's supervision.

Student performance requires students to act and do. To learn skills, students must practice. The instructor must, therefore, allot enough time for meaningful student activity. Through doing, students learn to follow correct procedures and to reach established standards. It is important that students be given an opportunity to perform the skill as soon as possible after a demonstration. In flight training, the instructor may allow the student to follow along on the controls during the demonstration of a maneuver. Immediately thereafter, the instructor should have the student attempt to perform the maneuver, coaching as necessary. In another example, students have been performing a task, such as a weight and balance computation, as a group. Prior to terminating the performance phase, they should be allowed to independently complete the task at least once, with supervision and coaching as necessary.

Evaluation phase
Evaluation Phase

In this phase, the instructor judges student performance. The student displays whatever competence has been attained, and the instructor discovers just how well the skill has been learned.

To test each student's ability to perform, the instructor requires students to work independently throughout this phase and makes some comment as to how each performed the skill relative to the way it was taught.

From this measurement of student achievement, the instructor determines the effectiveness of the instruction.

Pros cons



Time needs to be set aside

Requires practice and close supervision thus class size must be small

Equipment may be costly

Requires space

If high risk skill must use model first

Best for small groups or individuals

  • Effective for providing information or developing step-by-step skills

  • Works well for introducing other teaching methods, or actively involving students in knowledge construction

  • Based on common sense

  • Learner is actively engaged through stimulation of visual, auditory and tactile senses (Fitzgerald, 2008)

  • Repetition increases confidence, competence and skill retention

  • Learn by doing

Examples of situations
Examples of Situations

  • CPR – uses video and mannequins, no more than 12-15 persons, requires a room

  • Blood glucose testing – uses glucometer, may be done at bedside

  • Phlebotomy- need video and equipment, requires a room, may be done with direct supervision after initial training, requires practice


Competency evaluation requires 1:1 teacher-student ratio (Fitzgerald, 2008). The person evaluating must be an expert in the area of demonstration.

Educational theory
Educational theory

Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." When using demonstration refer to some known information to base the new information on.


Levy, J., & Auld, G. (2004). Cooking classes outperform cooking demonstrations for college sophomores. Journal of Nutrition Education & Behavior, 36(4), 197-203. Retrieved from CINAHL with Full Text database.

Sreinert, Y. (2004). teaching methods Student perceptions of effective small group teaching. Medical Education, 38(3), 286-293. Retrieved from CINAHL with Full Text database.

Watson, T., & Radwan, H. (2001). Comparison of three teaching methods for learning spinal manipulation skill: a pilot study. Journal of Manual & Manipulative Therapy (Journal of Manual & Manipulative Therapy), 9(1), 48-52. Retrieved from CINAHL with Full Text database.

Eaton, D., & Cottrell, D. (1999). Structured teaching methods enhance skill acquisition but not problem-solving abilities: an evaluation of the 'silent run through'. Medical Education, 33(1), 19-23. Retrieved from CINAHL with Full Text database. Teaching Methods