This document discusses demonstrations as a teaching method. It defines a demonstration as showing how something is done while emphasizing its merits. Demonstrations can be used with both large and small groups and are most effective when accompanied by verbalization. When using demonstrations as a teaching method, the presenter should establish rapport, avoid assuming prior knowledge, and watch for key points. Proper planning and preparation is also important, such as clarifying objectives and ensuring necessary materials are available.

1. A P r e s e n t a t i o n o n :
By: Mary Ann Rone
DEMONSTRATIONS IN
TEACHING
EDUCATIONAL TECHNOLOGY 1

2. What is DEMONSTRATION?

3.  Demonstration is showing how a thing is done &
emphasizing of the salient merits, utility &
efficiency of a concept, a method or a process
or an attitude.
Demonstration is a teaching method used with
both large and small groups.
 Demonstrations become more effective when
verbalization accompanies then.

4.  A demonstration is a teaching
method used with both large
and small groups.
 Demonstration becomes more
effective when verbalization
accompanies then.

5. Three Guiding Principles must
we observe in using
demonstration as a teaching-
learning process:
 Establish rapport.
 Avoid the COIK fallacy (Clear Only If
Known)
 Watch for key points.

6. Planning and Preparing For
DEMONSTRATION:

7.  What are our 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 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?

8. You have plan & rehearsed your
demonstration, your materials &
equipment are ready, you have prepared
your students, then you can proceed to
the demonstration itself. Dale (1969)
gives you several points to observe:
1. Set the tone for good communication. Get & keep your
audience’s interest.
2. Your demonstration simple.
3. Do not wander from the main ideas.
4. Check to see that your demonstration is being understood.
Watch your audience for signs of bewilderment, boredom
or disagreement.

9. 5. Do not hurry your demonstration. Asking
questions to check understanding can serve as a
‘break’.
6. Do not drag out the demonstration. Interesting
things are never dragged out, they create their own
tempo.
7. Summarize as you go along & provide a
concluding summary. Use the chalkboard, power
point & whatever other materials are appropriate
to synthesize your demonstration.
8. Hand out written materials at the conclusion.

10. According to Dale (1969),
what questions can you ask to
evaluate your classroom
demonstration?

11.  Was your demonstration adequately &
skillfully prepared? Did you select
demonstrable skills 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?

12.  Was the demonstration itself clear?
 Was your explanation simple enough so that
most of the students understood easily?
 Did you keep checking to see that all your
students were concentrating on what you were
doing?
 Could every person see and hear? If a skill
was demonstrated for imitation, was it
presented from the physical point of view of the
learner?
 Did you help your students do their own
generalizing?

13.  Did you take enough time to demonstrate the
key points?
 Did you review and summarize the key points?
 Did your students participate in what you were
doing by asking thoughtful questions at the
appropriate time?
 Did your evaluation of student learning
indicate that your demonstration achieved its
purpose?