Demonstration
 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 of an
attitude.
Guiding principles used in
demonstrating a teachinglearning experience:
 Establish rapport.
 Avoid the COIK fallacy (clear only if known). What
is this fallacy? It is the assumption that what is
clear to the expert demonstrator is also clearly
known to the person for whom the message is
intended.
 Watch for key points. What are key points? 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
especially important.
Methodological methods in
Planning and preparing for
demonstration:
 What are the objectives?
 How does your class stand with respect to these objectives?
 Is there a better way to achieve your ends?
 Do you have access to all necessary materials and
equipment to make the demonstration?
 Are you familiar with the sequence and content of the
purposed demonstration?
 Are the time limits realistic?
Several points to observe when
proceeding to a demonstration:
 Set the tone for good communication.
 Keep your demonstration simple.
 Do not wonder from the main ideas.
 Check to see that your demonstration is being
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understood.
Do not hurry your demonstration.
Do not drag out the demonstration.
Summarize as you go along and provide a concluding
summary.
Handout written materials at the conclusion.
•Was your demonstration adequately and
skillfully prepared?
•Did you select demonstable skills or ideas?
Were the desired behavioral outcomes clear?
•Did you follow the step-by-step plan?
 Did you make use of additional materials
appropriate to your purposes- chalkboard, feltboard, pictures, charts, diagrams, models,
overhead transparencies, or slides?
 Was your explanation simple enough so that most
of the students understood it easily?
 Did you keep checking to see all your students
were concentrating on what you were 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 the students do their
generalizing?
 Did you take enough time to demonstrate the
key points?
 Did you review and summarize the key points?
 Did your students participate on what you are
doing by asking thoughtful questions at the
appropriate time?
 Did your evaluation of student learning indicate
that your demonstration achieved in purpose?
 In the actual 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, focus, and clear,
 3) do not hurry nor drag out the demonstration,
 4) conclude with summary, and
 5) hand out written materials at the end of the
demonstration.
MAKING THE CONNECTION
 A demonstration is a dramatic performance.
 One thing to be done during the demonstration
itself is to check to see that your demo is being
understood while you are demonstrating.
 To be able to sense if your audience understands
what you are demonstrating about, you have to
show Kounins with-it –ness. (Kounins with-it-ness
means that you are fully aware of what is happening in
your class.)