or proof, explaining or making clear by use of examples
or experiments. Put more simply, demonstration means to
clearly show. In teaching through demonstration, students
are set up to potentially conceptualize class material more
effectively as shown in a study which specifically focuses on
teachers. Demonstrations often occur when students have a
hard time connecting theories to actual practice or when
students are unable to understand application of theories.
Teachers not only demonstrate specific learning concepts
within the classroom, they can also participate in
demonstration classrooms to help improve their own
teaching strategies, which may or may not be demonstrative
in nature. Although the literature is limited, studies show that
the effects of demonstration classroom teachers includes a
change of perspective in relating to students, more reflection
in the teachers’ own classroom strategies, and more personal
responsibility for student learning.
A demonstration is a teaching method used with
both large and small groups. Demonstrations become
more effective when verbalization accompanies them.
For example, in a half demonstration-half lecture, an
explanation accompanies the actions performed. It is a
generally accepted learning theory that the greater the
degree of active participation and sensory involvement
by the learner, the more effective learning will be.
Russell, 1996, p. 48)
THREE GUIDING PRINCIPLES MUST OBSERVE IN USING IN
USING DEMONSTRATION AS A TEACHING-LEARNING
• 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 POINTS 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
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 proposed demonstration?
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 itself.(Dale 1969)
1. Set the tone for good communication. Get and keep
your audience’s interest.
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? Dale(1969):
Was your demonstration adequately and
Did you follow the step-by-step plan?
Did you make use of additional materials
appropriate to your purposes?
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
Could every person see and hear?
Did you help students do their own generalizing?
Did you take enough time to demonstrate the key
Did you review and the key points?
Did your students participate in what you were
doing by asking thoughtful questions at the
Did your evaluation of student learning indicate
that your demonstration achieved his purpose?
BEED II – A
Prof. Mary Gene Panes