The document discusses the effective use of demonstration as a teaching method. It defines demonstration as showing how a concept, method or process is done in order to convince an audience of its merits and efficiency. Key principles for demonstrations include establishing rapport, assuming the audience knows nothing, highlighting possible stumbling blocks, planning objectives and materials, rehearsing steps, keeping it simple and summarized, and evaluating effectiveness. Demonstrations are an audio-visual method, so the teacher must accompany their talk with visual aids to be truly effective. Proper planning involves determining goals, materials, steps, and rehearsing the demonstration.

1. DEMONSTRATION
IN TEACHING
“Good Demonstration is Good
Communication”

2. INTRODUCTION
Like role-playing and pantomime of
the dramatized experiences, demonstration
is also something very handy. It requires to
elaborate preparation and yet is effective as
the other instructional materials when done
properly.

3. ABSTRACTION
In the 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.
In the activists’ demonstration, the activists air their grievances and
publicly denounce the acts of a person or of an institution, like government,
against whom they are demonstrating.
When a Master teacher is asked to do demonstration teaching on a
teaching strategy, she shows to the audience how to use a teaching strategy
effectively.
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
proof to convince the audience to buy the product, use the strategy or rally
behind their cause.
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.

4. Guiding Principles must we observe in using Demonstration as a Teachinglearning experience. (Dale 1969)
•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.
•Avoid the COIK fallacy (Clear Only If Known). 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 very thorough, clear and detailed in
his demonstration even to a point of facing the risk of being
repetitive.
• Watch for key points. The good demonstrator recognizes
possible stumbling blocks to learners and highlight them in some
way.

5. To Planning and Preparing for
Demonstration (Brown 1969)
•What are our objectives?
•How does your class stand with respect to these
objectives?
•If there is a more effective way to attain your
purpose, then replace the demonstration method with
the more effective one.
•Have a checklist of necessary equipment and
material. This may include written materials.
•Outline the steps and rehearse your demonstration.
•Are the time limits realistic.

6. Planned and Rehearse your
Demonstration (Dale 1969)
•Set the tone for good communication.
•Keep your demonstration simple.
•Do not wander from the main ideas.
•Check to see that your demonstration is being
understood.
•Do not hurry your demonstration.
•Do not drag out the demonstration.
•Summarize as you go along and provide a
concluding summary.
•Hand out written materials at the conclusion.

7. Evaluate your classroom demonstration (Dale 1969)
•Was your demonstration adequately and skilfully prepared?
•Did you follow the step-by-step plan?
•Did you make use of additional materials appropriate to your purposeschalkboard, felt board, pictures, charts, etc.
•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?
•Could every person see and hear?
•Did you help students to 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 evaluate of student learning indicate that your demonstration
achieved its purpose?

8. 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.

9. Beed II-B