This document discusses the principles and process of effective demonstration in teaching. It defines demonstration as showing how things are done to emphasize utility and efficiency. There are three types of demonstration: those directed at an audience, those involving the process of speaking, and those showing a product, method, or proofs. Key principles of demonstration include establishing rapport, avoiding assumptions about audience knowledge, and highlighting important points. The document provides steps to plan a demonstration, including determining objectives, materials, and rehearsal. It offers tips for conducting a demonstration, such as setting a tone, keeping it simple, summarizing as you go, and evaluating effectiveness through student understanding and concentration.

1. By:
Jane Mercado
Eden Bautista
Marjore Ruda
BEED GEN. ED.
2A
Lesson 10

3. “Good
demonstration is
good
communication”

4. DEMONSTRATION
In teaching it is showing how
things are done and
emphasizing of the utility
and efficiency
“An act of showing someone
how something is used” or
“done or an act of showing
or proving something”

5. Three Intances of Demonstration
1. Audience
2. Process of speaking
3. Process of showing a
product method or
proofs

6. PRINCIPLES OF DEMONSTRATION
1. Establish rapport
Greet your audience. Make them
feel at ease by your warmth and
sincerity.

7. PRINCIPLES OF DEMONSTRATION
2. Avoid the COIK
fallacy (clear only if
known)
It is the assumption
that what is clear to
the expert
demonstrator is also
clearly known to the
person for whom the
message is intended.

8. PRINCIPLES OF DEMONSTRATION
3. Watch for key
points
The important
details of in
information.

9. To plan and prepare for demonstration
1. What are our
objectives?
2. How does your class
stand with respect to
these objectives.
3. Is their a better way
to achieve your ends?

10. To plan and prepare for demonstration
4. Do you have access to
all the necessary
materials and equipment
to make the
demonstration?
5. Are you familiar with
the sequence and
content of proposed
demonstration?
6. Are the time limits
realistic?

11. To plan and prepare for demonstration
Determine your Goals
Materials that you need
Steps
Rehearse

12. 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.(Dale
1969)
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.

13. What questions can you ask to evaluate your
classroom demonstration? Dale(1969):
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 students understood it easily?
Did you keep checking to see that all your
students were concentrating on what you
were doing.