Demonstration
in teaching
Abstraction:
In the demonstration of a new product, the speaker shows the
product, tells all the good thing about the product to promote it in
order to convince the audience that the product is worth buying.
In the activists’ demonstration, the activists air their
grievances and publicly denounce the acts of a person or of an institution,
like the government, against whom they are demonstrated. When a master teacher asked to demonstration
in teaching on a teaching strategy, she shows to the audience how to use a
teaching strategy effectively.
What is a demonstration?
defines it as “a public
showing emphasizing the salient , merits, utility, efficiency, etc, of an
article or product..” 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 or an attitude.
What guiding principles must we observe in using a
demonstration as a teaching – learning experience? Edgar Dale (1969) gives at
least three:
1. Establish rapport. Greet your audience. Make them feel at
ease by your warmth and sincerity. Stimulate their interest by making your
demonstration and yourself interesting. Sustain their attention.
2. Avoid COLK 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. To avoid the fallacy, it is best for the expert demonstrator to
assume that his audience knows nothing or a little about what he is
intending to demonstrate for him to be very thorough, clear
and detailed in his demonstration even to a point of facing the
risk of being repetitive.
3. Watch for key options. What are key options? 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”. 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.
To ensure that the demonstration
works, we ought to plan and prepare very well before we conduct the
demonstration. In planning and preparing for demonstration, Brown (1969)
suggests methodical procedures by the following questions:
1. What are our objectives? How does your class stand with
respect to these objectives? This is to determine entry knowledge and
skills of your students.
2. Is there a better way to achieve your ends?
3. If there is a more effective way to attain your purpose,
then replace the demonstration method the more effective one.
4. Do you have access to all necessary materials and
equipments to make the demonstration? Have a checklist of necessary equipment
and material. This may include written materials.
5. Are you familiar with the sequence and content of the
proposed demonstration? Outline the steps and rehearse your demonstration.
6. Are the 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 itself. Dale (1969) gives several points
to observe:
1. Set the tone for good communication. Get and keep your
audience’s interest.
2. Keep your demonstration simple.
3. Do not wonder from the main ideas.
4. Check to see that your demonstration is being
understood. Watch your audience for signs of bewilderment, boredom or
disagreement.
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
have never dragged out. They create their own tempo.
7. Summarize as you go along and provide a concluding
summary. Use the chalkboard, the over head projector, charts, diagram, power
point and whatever other materials are appropriate to synthesize your
demonstration.
8. Hand out written materials at the conclusion.
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