LESSON 10:

DEMONSTRATION IN TEACHING
“GOOD DEMONSTRATION IS GOOD
COMMUNICATION”
• DEMONSTRATION- is a process of teaching someone how to make or
do something in a step by-step pocess.
-As you show how, you “tell” what you are
• DOING
-In teaching 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
 TWO KINDS OF DEMONSTRATION

1. METHOD DEMONSTRATION:
- These show how to do something. They involved the materials used in
the job being taught, show what Is done, and explain each step as it is taken
2.RESULTDEMONSTRATION
These are intended to show by example the results of the some practice by
evidence that can be seen, heard or felt.
 GUIDING PRINCIPLES
1. ESTABLISH RAPPORT:
-Greet your audience Make them feel at ease by worth and sincerity stimulate their interest by
making your demonstration and yourself interesting sustain their attention
2. AVOID THE COIK FALLACY ( CLEAR ONLY IF KNOW):
-It is the assumption that what is clear to the expert demonstrator is also clearly known to the
person for who the message is intended
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 ‘”DONT’S”’ of a process or strategy.
 IN PLANNING AND PREPARING FOR DEMONSTRATION, BROWN
(1969) SUGGEST METHODICAL PROCEDURE BY THE FOLLOWING
QUESTION:

1.WHAT ARE OUR OBJECTIVES?

2.HOW DOES YOUR CLASS STAND WITH RESPECT TO THIS OBJECTIVES?
3. IS THERE A BETTER WAYB TO ACHIEVE YOUR END’S?
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 ALL PROPSED
DEMONSTRATION?
6. ARE THE TIME LIMITS REALISTIC?
 DALE (1969) GIVES SEVERAL POINTS TO OBSERVE DURING
DEMONSTRATION.
1. SET THE TONE FOR GOOD COMMUNICATION, GET AND KEEP YOUR
AUDIENCE INTEREST.
2. KEEP YOUR DEMONSTRATION SIMPLE.
3. DO NOT WANDER FROM THE MAIN IDEA
4. CHECK TO SEE THAT YOUR DEMONSTARTION IS BEING UNDERSTAND.
5. DO NOT HURRY YOUR DEMONSTRATION. ASKING QUESTION TO CHECK
UNDERSTANDING SERVES AS A “BRAKE”.
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.
 QUESTION TO EVALUATE CLASSROOM DEMONSTRATION

 Was your demonstration adequately and skill fully prepared? Did you select demonstrable skills
or ideas? Were the desired behavioral out comes clear?
 Did you follow the step-by-step plan? Did you make use of additional materials appropriate to
your purposes-chalkboard, felt, board , pictures, charts, diagrams, models, overhead transparencies
or slide?
 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 are doing?
 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?
 Did you help your students do their own generalizing?
 Did you take enough time to demonstrate the key points?
 Did your 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 evaluation of students learning indicate that your demonstration achieved its purpose?
 REPORTERS:
MARISSA A. TORRES
JOHN CADERAO
LANIE JOY COLETE