The document discusses the importance and principles of effective demonstrations in teaching. It defines a demonstration as publicly showing the merits of a concept, method, or process to convince an audience. Key points include establishing rapport, avoiding assuming prior knowledge, highlighting potential issues, and checking for understanding. The demonstrator should keep things simple, focused, and at an appropriate pace while maintaining engagement and concluding with a summary.

1. “Good demonstration is good communication”
Demonstrations In
Teaching

2. Introduction
 Like role playing and pantomime of the
dramatized experiences demonstration
is also something very handy.
 It requires no elaborate preparation and
yet as effective as the other
instructional materials when done
properly.

3.  Demonstration is showing how a thing is done
emphasizing the salient merits, utility and
efficiency of a concept, a method or a process
or an attitude.
 In all three instances of demonstration there is
an audience , a process of speaking, and a
process of showing a product, or a method or
proofs to convince the audience to buy the
product, use the strategy or rally behind their
cause.

4. What then is a demonstration?
 It is defined as a public showing emphasizing
the salient merits, utility, efficiency, etc., of an
article or product.
 In teaching it is showing how a thing is done
and emphasizing of the salient merits, utility
and efficiency of a concept, a method, or a
process or an attitude.

5. GuidingPrinciples.
 In the teaching learning experience…
(Edgar Dale, 1969)
 1. Establish rapport. Greet your
audience. Make them feel at ease by
your warmth and sincerity. Stimulate
their interest by making your
demonstration and yourself interesting.
Sustain their attention .

6.  2. Avoid the COIK fallacy (Clear Only If Known.)
What is this fallacy it is the assumption that what
is clear to the expert demonstrator is also clearly
known to the person for who the message is
intended. To avoid the fallacy 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 thorough,
clear and detailed in his demonstration even to a
point of facing the risk of being repetitive.

7.  3. Watch for key points. What are key points?
Dale (1996) says, “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”. The good demonstrator recognizes
possible stumbling blocks to learners and
highlights them in some way. What are usually
highlighted are the “don’ts” of a process or
strategy.

8. In planning and preparing for
demonstration, Brown (1969) suggests
methodical procedures by the ff.
questions:
1. What are our objectives?
2. How does your class stand with respect
to this objectives?
3. Is there a better way to achieve your
ends?
4. Do you have access to all the
necessary materials and equipment to
make the demonstration?

9. Dale (1969) gives several points to observe
during demonstration:
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 that your demonstration is being
understood.
5. Do not hurry your demonstration. Asking
questions to check understanding an serve as
a “brake”.
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.

10. Questions to evaluate classroom
demonstration
 Was your demonstration adequately and 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?
 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

11.  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?
 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?

12. In the actual conduct of the demonstration itself
we see to it that we:
1. Get and sustain the interest of our audience,
2. Keep our demonstration simple, focused and
clear,
3. Do not hurry or drag out the demonstration,
4. Check for understanding in the process of
demonstration,
5. Conclude with a summary, and
6. Hand out written material at the end of the
demonstration.

13. Application
1. “less is more.” if you have too many steps to
include in a demonstration, what should you do?
2. Is it better to entertain questions as you go along
your demonstration or postpone them till the end
of demo to avoid disruption or possible
digression?
3. Is it sufficient to look for puzzled faces in your
audience to find out if your demonstration is
clear?
4. Brown (1969) cites guide questions that can help
us conduct effective demonstrations. Find out if
all these are covered in the steps given by Dale

14.  Can the students see and hear?
 Do you use chalkboard outlines or drawings?
 Do you define unfamiliar terms, parts, or
processes?
 Do you note signs of confusion, disbelief,
inattention?
 Do you use “good showmanship”?
 Do you intersperse film, transparency, or
other appropriate audio-visual materials?
 Do you move at the right pace?
 Do you invite participation as appropriate?
5. Evaluate the evaluation questions for

15. 6.Why is demonstration called audiovisual
presentation?
7. Go over the K to 12 Curriculum Guide. Find out
which objectives and competencies lend
themselves to the demonstration method.
8. Demonstrate how to use the overhead projector
to the class. Be guided by the principles, steps
and guide questions learned from this lesson.
Evaluate the demonstration process by using the
evaluation questions you learned from this lesson.
9. Ask a classmate to demonstrate to the class how
to make stick drawings. Evaluate the
demonstration process. Use the evaluation
questions you learned in this lesson.

16. Summing Up
A good demonstration is an audio-visual presentation.
It is not enough that the teacher talks. To be effective,
his/her demonstration must be accompanied by some
visuals.
To plan and prepare adequately for a demonstration
we first determine our goals, the materials we need, our
steps, and rehearse.
In the actual conduct of the demonstration itself we
see to it that we:
1. get and sustain the interest of our audience,
2. keep our demonstration simple, focused and clear,
3. do not hurry nor drag-out the demonstration,
4. check for understanding in the process of
demonstration,
5. conclude with a summary, and

18. •1. Demonstration is
dramatic.

19. • 2. During the
demonstrations, check to
see if the audience
understood what is being
demonstrated.

20. • HOW?????????????

21. • Assessment of Learning!

22. •The demonstrator must be
aware or must sense
whether or not his
audience understood the
demonstration.

23. • HOW???????????

24. •Show Kounin’s with-it-
ness!

25. • A teacher's ability to
correct misbehavior
before it gets out of
control and before other
students in the class see
it and also begin to do it.

26. • A teacher who is able to
physically move towards a
student who is
misbehaving while
continuing with the
lesson.

27. •A. A lot a little
or
•B. A little a lot

28. • A little a lot!

29. • Do not hurry!

30. • T H E E N D
!!

31. • Ragadio Beverly
• Romero Nicole Kate
• Rabulan Donald
• Rico Leonor
• Perocho Jenny Mae
• Sabdani Pilar