The document discusses the demonstration method, a teaching approach that emphasizes visual learning through active engagement. It outlines the benefits of this method, such as stimulating interest and providing teaching models, while also describing types of demonstrations and steps for effective implementation. Additionally, it compares this method to traditional lecturing and highlights the importance of interactive elements in teaching.

1. Demonstration Method
Demonstration Method
What is demonstration method?
What is demonstration method?
Why this method?
Why this method?
Activity: Think and Discuss with the
Activity: Think and Discuss with the
friend next to you for 5 minutes?
friend next to you for 5 minutes?
Follow up Activity: Whole Class
Follow up Activity: Whole Class
Discussion
Discussion

2. What is Demonstration?
What is Demonstration?
• Demonstration is
‘an act of showing something by giving proof
or evidence’
‘an instance of some body showing and
explaining how something works or is
done’
(Oxford Advanced Learner’s Dictionary)

3. What is Demonstration Method?
What is Demonstration Method?
• Demonstration method is a visual
approach to examining information, ideas
and processes.
• It is a teaching method that allows
students to see the teacher actively
engaged as a learner and a model rather
than merely telling them what they need to
know.

4. Why demonstration method?
Why demonstration method?
• To stimulate interest in a particular topic
• To illustrate points efficiently
• To provide change of pace
• To provide model for teaching specific skill
• To overcome resource constraints

5. Types of Demonstration
Types of Demonstration
1. Pure Demonstration
- Purely visual method of instruction
2. Demonstration with commentary
- Harmonious blend of visual and verbal
modes of instruction
3. Participative Demonstration
- Allows students to attempt either to
replicate all or parts of demonstrations

6. Steps to carry out effective
Steps to carry out effective
Demonstrations
Demonstrations
1. Carefully plan the demonstration
2. Practice the demonstration
3. Develop an outline to guide the demonstration
4. Make sure everyone can see the
demonstration
5. Introduce the demonstration to focus attention
6. Ask and encourage questions
7. Plan a follow up to the demonstration

7. I. The Lecture
A. Traditional, teacher-centered method
1. Presentation of ideas and information from teacher
to students
2. Strengths
a. Large amount of material can be covered in a short time
b. Effective for introducing, clarifying, defining
c. Efficient for students who have difficulty reading or don’t read
d. Inexpensive
e. Can be as effective as any other method in cognitive gains

8. • When is it appropriate to lecture for other learning
tasks (Gage and Berlinger, 1992)
• The purpose is to disseminate information
• The material is not available elsewhere
• Particular organization is needed for a specific group
• Need to arouse interest
• Student only need to remember information for a
short time
• Need to introduce or provide directions

9. B.Effectiveness of Lecturing
1. Determined by use of current student knowledge
2. Determined by logical construction of new concepts
3. Lacking when compared to some other methods
a.Associated with rote learning
b.Can lead to bored, inattentive students
c. Can lead to authoritative and overly-structured
teaching
d.Blame is generally on the teacher, not the method
(Ausubel, 1961)
e.student-centered instruction

10. • Interactive Lecture most effective
• Teacher and student questions interspersed
• Demonstrations included
• Provide opportunities for concept change
• Provide feedback for teacher of student understanding
• Useful for beginning teachers
• Develop confidence in classroom management
• Teacher remains focus of activity
• Provides bridge to more

11. C.Preparing Lectures
1.Checking your understanding
a.Must know the content
b.Must know how to teach the content =
pedagogical content knowledge
c.Ability to explain concepts, provide
examples, use analogies, recognize
common student misconceptions
d.Constructed by teaching content multiple
times

12. 2. Preparing Lecture Notes
a.Prose or outline or outlines of key
points
b.All the information is there if you
need it
c.Visual representations do help
student achievement (Hartley, 1976)
d.Note taking may not be useful;
students need to listen to lecture

13. 3. Organizing the Lecture
a.Introduction motivates and cues
students to important points
• Expository advance organizer =
places new information into
perspective with other related
concepts (Example: circulatory system
presented along with brief outline of
other systems)

14. ii. Comparative organizer = provides simple
analogy for complex concept (Example water
pipes compared to circulatory system)
b.Body contains organized presentation of new
information
i. Incorporate questions
ii. Simple plan is best for adolescent audience
iii.Slides, graphs, figures all help keep attention
iv.Telling stories is sometimes helpful

15. b.Summaries briefly restate important ideas
i. Typically question-based in interactive
lectures
ii. Establish relevancy of material
c.Conclusion summarizes main points and
allows for questions
i. Establishes student understanding
ii. Crystallizes most important concepts for
students to focus on

16. 4.Presenting Successful Lectures
a.Collaboration between students and
teacher
b.Inject your personality and sense of
humor