The document discusses the teaching method of demonstration, emphasizing its role in effectively conveying information through examples and experiments. It outlines three forms of demonstration, guiding principles for effective teaching, and planning considerations to ensure successful delivery. Additionally, it includes evaluation questions to assess the effectiveness of the demonstration in achieving learning objectives.

1. DEMONSTRATION
IN TEACHING
BY:
Ghail Bas

2. Involves showing by reason or proof, explaining
or making clear by use of examples or experiments.
Put more simply, demonstration means to clearly
show.
A demonstration is a teaching method used
with both large and small groups. Demonstration
become more effective when verbalization
accompanies them.
DEMONSTRATION

3.  In the demonstration of a new product, 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 worth buying.
 In the activists’ demonstration, the activist air their grievances and
publicly denounce the acts of a person or of an institution, like
government, against whom they are demonstrating.
 When a Master teacher is asked to demonstration teaching on a
teaching strategy, she shows to the audience how to use a teaching
strategy effectively.
THREE FORMS OF DEMONSTRATION

4. 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 highlighted are the
‘‘dont’s” of a process or strategy.
THREE GUIDING PRINCIPLES MUST OBSERVE IN
USING IN DEMONSTRATION AS A TEACHING-
LEARNING EXPERIENCES.

5. What are our objectives?
How does your class stand with respect to these objectives?
Is their a better way to achieve your ends?
Do you have access to all the necessary materials and
equipment to make the demonstration?
Are you familiar with the sequence and content of proposed
demonstration?
Are the time limits realistic?
PLANNING AND PREPARING
FOR DEMONSTRATION

6. 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 summary.
8.Hand out written materials at the conclusion.
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.

7.  Was your demonstration adequately and skillfully prepared?
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 student
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?
What questions can you ask to evaluate your
classroom demonstration?

8. Did you take enough time to demonstrate the key points?
 Did you review the key points?
Did your students participate in what you were doing by asking
thoughtful questions at the appropriate time?
Did your evaluation of students learning indicate that your
demonstration achieved his purpose?

9. THANK YOU