Demonstration in teaching involves visually showing students how to perform a process or concept. There are three guiding principles for effective demonstrations: 1) establish rapport with students to create a comfortable learning environment, 2) assume students have no prior knowledge of the topic to ensure thorough explanations, and 3) highlight key points where errors are common or tricks are important. Effective demonstrations also involve planning objectives, materials, and sequencing, as well as checking for student understanding during and after the presentation.

2. What is Demonstration?
- Defined as public showing and emphasizing a product
In education it is showing how things are done and
emphasizing a concept, a method or a process
- A visual presentation showing how things are done

3. In Demonstration in teaching we have an audience
(students/learners/pupils), a process of speaking
(discussion), and a process of showing a product or a method
of speaking (strategies we used in discussion) to convince
the audience to buy the product (knowledge and skills).

4. 3 Guiding Principles we must observe in using demonstration as
a teaching and learning experience:
1. Establish rapport
2. Avoid the COIK fallacy (Clear Only If Known)
2. Avoid the COIK fallacy (Clear Only If Known)
3. Watch for key points
1. Establish rapport
3. Watch for key points
NEXT

5. 1. Establish rapport
- Establishing comfortable environment for them to have trust
in the demonstrator
Stimulate their interest by making your demonstration and
your self interesting. Sustain their attention (Motivational
Activities)
- Greet your audience and make them feel at ease by your
warmth and sincerity
BACK

6. 2. Avoid the COIK fallacy (Clear Only If Known)
- It is the assumption that the audience will understand your
demonstration because they already have a knowledge of what
you are demonstrating.
To avoid fallacy or false belief, 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.
BACK

7. 3. Watch for key points
-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.
BACK

8. Questions suggested in planning and preparing for
demonstration:
1. What are our objectives?

9. 2. How does your class stand with respect to these
objectives. This is to determine entry knowledge and skills of
your students.

10. 3. Is there a better way to achieve your ends? If there is a
more better way to attain your purpose, then replace the
demonstration method with the more effective one.

11. 4.Do you have access to all the necessary materials and
equipment to make the demonstration? Have a checklist of
necessary equipment and material. This may include written
materials.

12. 5. Are you familiar with the sequence and content of the
proposed demonstration? Outline the steps and rehearse your
demonstration.

13. 6. Are the time limits realistic?

14. Several points to observe after planning and rehearsing your
demonstration:
1. Set the tone for good communication. Get and keep your
audience interest.
2. Keep your demonstration simple. (but meaty in information)

15. 3. Do not wander from the main ideas.
4. Check to see that your demonstration is being understood.
Watch your audience for the signs of bewilderment, boredom or
disagreement.
5.Do not hurry your demonstration. Asking questions to check
understanding can serve as a “brake”.

16. 6. Do not drag out the demonstration. Interesting things are
never dragged out, they create their own tempo.
7. Summarize as you go along and provide concluding summary.
Use the chalkboard, overhead projector, power point and
whatever other materials are appropriate to synthesize your
demonstration.
8. Hand out written materials at the conclusion.

17. What questions can you ask to evaluate your classroom
demonstration?
1. Was your demonstration adequately and skilfully prepared?
Did you select demonstrable skills or ideas? Were the desired
behavioural outcomes clear?
2. Did you follow the step-by-step plan?

18. 3. Did you make use of additional materials appropriate to your
purposes?
4. Was the demonstration itself correct?
5. Was your explanation simple enough so that most of
the students understood it easily?

19. 6. Did you keep checking to see that all your students were
concentrating on what you were doing?
7. 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?
8. Did you help students do their own generalizing?

20. 9. Did you take enough time to demonstrate the key points?
10. Did you review and summarize the key points?
11. Did your students participate in what you were doing by
asking thoughtful questions at the appropriate time?

21. 12. Did your evaluation of student learning indicate that your
demonstration achieved its purpose?