This document discusses the use of demonstration as a teaching-learning technique. It defines demonstration as showing how something is done while emphasizing its merits. There are three types of demonstrations discussed: demonstrating a new product to promote it, activists demonstrating to air grievances, and demonstrating teaching strategies. When using demonstrations as a teaching technique, it is important to establish rapport with students, avoid assuming prior knowledge, and highlight key points. The document provides guidance on planning demonstrations, conducting them effectively, and evaluating their success.

1. PROJECT
IN
ED. TECH 1
Submitted by:
Mary Rose Pollarco
BEED II-A
Submitted by:
Mary Gene Panes
Professor

2. Demonstration
in
teaching

3. DEMONSTRATION
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.

4. 3 INSTANCES OF
DEMONSTRATION

5. DEMONSTRATION OF A NEW
PRODUCT
the speaker shows the
product tells all the good things
about the product to promote it
in order to convince the
audience that the product is
worth buying.

6. Activists’ demonstration
the activist air their grievances
and publicly denounce the acts of a
person or an institution
Demonstration in Teaching
shows to the audience how to
use a teaching strategy effectively.

7. 3 GUIDING PRINCIPLES MUST
OBSERVE IN USING IN USING
DEMONSTRATION AS A
TEACHING-LEARNING
EXPERIENCES

8. 1. ESTABLISH RAPPORT
greet your audience. Make them
feel at ease by your warmth and
sincerity. Stimulate interest by
making your demonstration and your
self interest. Sustain their attention.

9. 2. AVOID THE COIK FALLACY
(CLEAR ONLY IF KNOWN)
it is the assumption that what
is also clearly known to the
expert demonstrator is also
clearly known to the person for
whom the message is intended.

10. 3. WATCH FOR KEY
POINTS
the good demonstrator recognizes
possible stumbling blocks to learners
and highlights them in some way.
What are usually highlighted are the
“don’t’s” of a process or a strategy.

11. PLANNING AND PREPARING FOR
DEMONSTRATION (BROWN 1969)
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?
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?

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.

14.  Could every person see and hear?
 Did you help students do their own generalizing?
 Did you take enough time to demonstrate
the key
points?
 Did you review and 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 his purpose?