• What does demonstration mean?

“an act of showing someone

how something is used or
done”
• What then is a demonstration?

“a public showing emphasizing the

salient merits, utility, efficiency, etc.
of an article or product…”

-Webster’s International Dictionary

• What guiding principles must we observe in
using demonstration as a teaching-learning
experience?

 EDGAR DALE (1969) gives at least three:

1. Establish rapport.

2. Avoid the COIK fallacy (Clear Only If Known).

3. Watch for key points.

PLANNING and PREPARING FOR demonstration

 BROWN (1969) suggests methodical procedures by

the following questions:

1. What are 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 necessary materials and

equipment to make the demonstration?
5. Are you familiar with the sequence and content of the
proposed demonstration?

6. Are the time limit realistic?

The demonstration itself
 DALE (1969) gives several points to observe:

1. Set the tone for 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 written materials at the conclusion.

Questions to evaluate your demonstration
 DALE (1969) enumerates:

• Was your demonstration adequately and skillfully prepared?

• Did you follow the step-step plan?

• Was the demonstration itself correct?

• Did you keep checking to see that all your students were consentrating
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

thoughtful questions at the appropriate time?

• Did your evaluation of student learning indicate that your

demonstration achieved its purpose?
Actual conduct of the demonstration:

1. Get and sustain the interest of our audience

2. Keep our demonstration simple, focused and clear

3. Do not hurry nor drag out the demonstration

4. Check for understanding in the process of

demonstration

5. Conclude with a summary, and

6. Hand out written materials at the end of

demonstration
PS
POSTSCRIPT

If you see that there are too many important points to tackle in
a demonstration, it may be best to divide the demonstration
into two parts. If you insist on demonstrating the whole thing,
you run the risk of learning a lot a little. You simply scratch the
surface.
 Prepared by:

Dico, Dhoreteigh Nicole O.

&
Sasing, Joebert

BEED 2- H (3)