This document provides guidance on how to effectively conduct classroom demonstrations. It recommends establishing clear objectives and rehearsing the demonstration. When presenting, the teacher should get students interested, keep the demonstration simple and focused, check for understanding, and conclude with a summary. Effective demonstrations are adequately planned, involve visual aids, engage students, and achieve the intended learning outcomes.

2. ABSTRACTION
It is an absence of
mind or preoccupation.

3. Guiding Principles in Observing
and using Demonstration as a
teaching Learning:
1.Establish Report
2.Avoid the COIK fallacy,
( clear only if known)
3.Watch for key points.

4. The Planning and preparing
for Demonstration, {Brown 1969}
1. The Objectives:
2.How does your class stand with respect to these
objectives.
3.Is there a better way to achieve your ends.
4.Do you have access to all necessary materials and
equipment to make the demonstration.
5. Are you familiar with the sequence and content of
the proposed demonstration.
6.Are the time limits realistic.

5. The planned and rehearsed in
Demonstration. The materials and
equipment.{Dale 1969 gives several points to observe:
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 idea.
4. Check to see that your demonstration is being
understood. Watch your audience for signs of
bewilderment, boredom or disagreement.
5. Do not hurry your demonstration. Asking questions
to check understanding can server as a “brake”.

6. 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 a concluding
summary. Use the chalkboard, the overhead projector,
charts, diagrams, power point and whatever others
materials are appropriate to synthesize your
demonstration.
8. Hand out written materials at the conclusion.

7. What questions can you ask to evaluate
your classroom demonstration. Dale (1969)
1. Was your demonstration adequately and skillfully
prepared? Did you select demonstrable skills or idea?
Were the desired behavioral outcomes clear?
2. Did you follow the step-by-step plan?
3. Did you make use of additional materials appropriate
to your purposes chalkboard, felt board, pictures,
charts, diagrams, models, overhead transparencies, or
slides?
4. Was the demonstration itself correct?

8. 5. Was your explanation simple enough so that most of
the students understood it easily?
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?
9. Did you take enough time to demonstrate the key
points?

9. 10. Did your students participate in what you were
doing by asking thoughtful questions at the
appropriate time?
11. Did your evaluation of student learning
indicate that your demonstration achieved its
purpose?

10. Summary
1.A good demonstration is an audio-visual
presented. It is not enough that the teacher talks.
To be effective, his/her demonstration must be
accompanied by some visuals.
2.To plan and prepare adequately for a
demonstration, we first determine our goals, the
materials we need, our steps, and rehearse.

11. In the 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
6. Hand out written materials at the end of the
demonstration.