Here are the answers to the questions: 1. Establish rapport. Greet your audience. Make them feel at ease by your warmth and sincerity. 2. Do not hurry your demonstration. 3. What are our objectives? 4. Demonstration means publicly showing and emphasizing the salient merits, utility, efficiency, etc. of an article, product, concept, method, process or attitude in order to teach others how to do something.

1. Demonstration in
Teaching
“Good demonstration is good communication”
Prepared by:
Rosallie J. Obin
Nika Marie Andaya
BEED-3A

2. Objectives
 What does
demonstration means?
 How should
demonstration be done
to make it work?

3. 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.

4. Demonstration
● Webster’s International Dictionary defines it as “a
public showing and emphasizing of the salient
merits, utility, efficiency,etc.of an article or product”.
● In teaching it is showing how a thing is done and
emphasizing of a salient merits, utility and efficiency
of a concept,a method or a process or an attitude.

5. Guiding principles to observed in demonstration as a
teaching learning experience. Edgar Dale (1969)
gives atleast 3.
1. Establish rapport. Greet your audience. Make them
feel at ease by your warmth and sincerity.
2. Avoid the COIK fallacy (Clear Only If known).
3. Watch for the key points.
Dale(1996) “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 specially important.”

6. In planning and preparing for demonstration,
Brown(1969)suggest methodical procedures by the following
quiestions.
1. What are our objectives?
2. How does your class stand with respect to these
objectives?
3. Is there a better wayto achieve your ends?
4. Do you have access to all the necessary equipment to
make the demonstration?
5. Are you familiar with the sequence and content of the
proposed demonstration?
6. Are you time limits realistic?

7. Dale(1969) Points to Observe:
1. Set the tone for good communication.
2. Keep your demonstration simple.
3. Do not wonder from the main ideas.
4. Check to see that 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 writing materials at the conclusion.

8. What questions can you ask to evaluate your classroom
demonstration? Dale(1969) enumerates:
● Was your demonstration adequately and skillfully prepared?
Did you select demonstrable skills or ideas? Where the
desired behavioral outcomes clear?
● Did you follow the step by step plan?
● Did you make use of additional materials appropriate to your
purpose- chalkboard,felt board, pictures, charts, diagrams,
models, overhead transparencies, or slides?
● Was the demonstration it self correct?
● Was your explanation simple enough so that most of the
students understood it easily?

9. ● Did you keep checking to see that all your students
were concentrating on what you were doing?
● 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 summarize the key points?
● Did your students participate in what you were doing
by asking thoughful questions at the appropriate
time?
● Did your evaluation of the student learning indicate
that your demonstration achieved its purpose?

11. Answer the following Questions:
1. Edgar Dale (1969) gives atleast 3 Guiding principles to
observed in demonstration as a teaching learning
experience. Give atleast 1.(2pts)
2. Dale(1969) Points to Observe. Give atleast 1.(2pts)
3. Brown(1969)suggest methodical procedures, In planning
and preparing for demonstration. Give atleast 1.(2pts)
4. What does demonstration means? (4pts)