DEMONSTRATIONS
IN TEACHING
Relation characterized
by harmony
Conspicuous,
Noteworthy
Speak or Act in a
blundering or clumsy
manner
To pull out
RAP P ORT
S ALI ENT
S T U MB L E
DRAG
OU T
Demonstration
“ A public showing and emphasizing of
the salient merits, utilities,efficiency,
etc, of an article or product. “
-Webster’s International Dictionary
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.
Edgar Dale’s (1969) Guiding principles that must
be observed in using demonstrations as a teaching
learning experience
1. Establish Rapport.
2. Avoid the COIK Fallacy (Clear
Only If Known)
3. Watch for key points.
Methodical Procedures
in Preparing and
Planning for
Demonstration
(Brown 1969)
1. What are our 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 the necessary
materials and equipment to make the
demonstration?
5. Are you familiar with the sequence and
content of the propose demonstration?
6. Are the time limits realistic?
Points to observe during the
demonstration (Dale 1969)
1. Set the tone for good communication.
2. Keep your demonstration simple.
3. Do not wander 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 writtten materials at the
conclusion.
Questions to evaluate classroom
demonstrations. (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
where 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 key
points?
Did you review and summarize the key points?
Did your students participate on what your doing
by asking thoughtful questions at the appropriate
time?
Did your evaluation of student learning indicate
the your demonstration achieve its purpose?