Demonstration method of teaching

general methods of teaching

1. Assignment
Subject :
General methods of teaching

Topic :
Demonstration method of teaching

Submitted by :
1.Ali Zia (bsf-1702570)

Submitted to:
Mr. Rizwan

Class:
BS Chemistry
2nd
(morn)
Session :
2017-2021

University of Education Faisalabad campus

2. Contents
 Introduction to demonstration
 Nature
 Focus
 Structure
 Principles
 Application
 How to effectively execute
 Purposes
 Advantages and disadvantages of demonstration method
 Guidelines for effective demonstration

3. “We are what we repeatedly do; excellence, then, is not an act
but a habit”(Aristotle)

Demonstration method of teaching
“Demonstration is a planned manipulation of materials and equipment to the
end that learners are able to observe all or at least some of the manifestations
of oneor more scientific principles and operations within a
phenomena”(Woodburn &Obourn ).
“Demonstration is a process where the teacher shows or illustrates a skill or a
principle”(Kramer).
A method demonstration is a teaching method used to communicate an idea
with the aid of visuals such as flip charts, posters, power point, etc. A
demonstration is the process of teaching someone how to make or do
something in a step-by-step process. As you show how, you “tell” what you are
doing. A demonstration always has a finished product. The key to a good
demonstration is for the audience to be able to go home and do what you have
taught hem how to do.
Thus it can be simplified as :
Verbal explanation + live display/use of apparatus =demonstration
Demonstration is:
 A method of teaching that relies heavily upon showing the learner a
model performance that he/she would match or pass after he/she has
seen a presentation that is live, filmed or electronically operated.
 A traditional classroom strategy.
 A method that demonstrates the procedures step by step in a job task,
using exact physical procedures if possible.
 Demonstration matches explanation to manipulation.
Nature
 Teacher dominated-the teacher shows how to operate, manipulate an
equipment while the class observes.

4.  The techniques for imparting skills are presented in steps rather than
activities.
Focus
To achieve:
 Psychomotor
 Cognitive objectives
Structure
The structure of a good demonstration involves:
1. Introduction
2. Development
3. Integration
1.Introduction
In introduction:
1) Objectives of lesson are stated.
2) The teacher may be called demonstrator.
3) He/she demonstrates the activity before the students, to be developed.
4.Development
 Student try to initiate the demonstrated activity.
 If there is any query the teacher tries to satisfy them by further
demonstrations and illustrations.
3.Integration
The reacher integrates all the activities and then these activities are rehearsed,
revised and evaluated.
Principles
 Learning by doing maxim is followed.
 Skills can be developed by imitation.
 The perception helps in imitation.
Application

5.  Applied mainly in technical training institutes.
 In teacher education program, it is used to develop skills in student
teacher.
 At school level a teacher applies it in teaching science, biology, nature
study arts and crafts.

How to effectively execute
i. Plan. Plan . plan
ii. Use training aids
iii. “hands on” practice
Purposes of demonstration
 To improve skill of the students.
 Provide a vicarious learning experience.
 Visual representation helps to memorize the content.
 Observation skill will be improved.
 Improves the confidence level.
Demonstration performance methods/phases follows the following
steps :
 Explanation
 Demonstration
 Student performance
 Instructor supervision
 Evaluation
Advantages
Following are the advantages of demonstration method of teaching :
 It helps in involving various senses to make learning permanent.
 It develops interest in the learners and motivate them for their active
participation.
 Though teacher behavior is autocratic, he invites the cooperation of
pupils in teaching learning process.
 It helps in achieving Psychomotor objectives.

6.  Any simple or complex skill becomes easy to understand.
 There is an immediate application of learning.
 The teacher gets to instantly see and correct the mistakes of the students.
Disadvantages
 It can be only used for the skills subject.
 Only the attention of the learners is invited towards the activity
demonstrated, they are not free to discuss about it.
 Due to poor economic conditions of government schools, there is a
scarcity of audiovisual side and equipments, and the teachers are not so
creative to produce handmade models for demonstration.
 Time consuming.
 Communication barriers.
 Becomes a failure when there is a great number of students.
In short:
Demonstration method is :
 “Doing” method.
 Pre planed.
 Learners can see and hear.
 More sense organs involved.
 Easy to understand
 Develop Psychomotor and cognitive domains.
 Lead experiences from concrete to abstract.

7. Guidelines for effective demonstration
Before During After
The demonstration must
be skilled and
knowledgeable.
The place must be quiet. Allow some questions.
Make sure that materials
to be used are available.
Extreme care must be
taken in performing some
delicate steps.
Examination.
All the equipments and
tools to be used should be
ready ahead of time.
Activity must not be
interrupted by
unnecessary noise.
Analysis of trends,
patterns.
The demonstrator must
try everything to be
demonstrated.
Taking notes are allowed
while observing.
Conclusion undertaken by
the class.
Observers must be
motivated.
Start test . Oral
evaluation. Performance.
Demonstrator must be
flexible about on-the-spot
revisions.

Preparation of questions
to help students focus.

Proper room
arrangement.

8. References

1. yourdictionary.com.Demonstrating
Definition.http://www.yourdictionary.com/demonstrating.
2. McKee, Erik, Vickie M. Williamson, and Laura E. Ruebush. &Effects of Demonstration
Laboratory on Student Learning&. Journal of Science Education and Technology. 16.5
(2007) 395-400.
3. Bruce, Catherine D., John Ross, Tara Flynn, and Rich McPherson. &Lesson Study
and Demonstration Classrooms: Examining the Effects of Two Models of Teacher
Professional Development.& Google. CD Bruce, Aug. 2009. Web. 15 September 2010.