Methods of teaching - Demonstration method

Demonstration method, Special functions of Demonstration, Advantages of demonstration, Limitations of demonstration, Requisites of good demonstration, Planning a demonstration, Criteria for a good demonstration,

1. Demonstration
Method
By
Dr. I. Uma Maheswari
[email protected]

2. Demonstration Method
Thismethodincludesthemeritsof
lecturemethodandlaboratory
method.
The teacher performs the
experimentintheclassand
explainsorally,whathedoes.

3. Ademonstrationmeans“showing:”
Teachers,toillustratesome
principleinComputer Science
generallypresentsdemonstrations.
Theteachershouldalsoencourage
pupilsinsmallgroupsoralone.

4. Special functions of
demonstrations
Demonstrationsmaybeusedinseveral
waysinteachingofComputerScience.
1.Tosolveaprogram
2.Toexplain,makeclearbyanalysis.
3.Toverify,substantialandreview.
(Reactions/input/output).

5. 4.Tosupplyanapplication.(Day-to-
dayapplication)
5.Toshowmethodsandtechniques.
6.Todisplayobjectsandtechniques.
(Computersanditsvariousparts
andfunctions)

6. Advantages of
demonstration
Thismethodisdesirable
1.Whentheapparatustobeusediscostly
andunsuitableforjuniorstohandle.
2.Whentheapparatusisverysensitiveand
maybedamagedbyclumsyhandling.

7. 3.Whentheexperimentinvolves
danger.(Powersupply,UPS,etc.)
4.Wheneconomy,isdesiredinthe
matterofprocuringlargesetsof
apparatusofthesamekind.(CD
drive,CDWriter,etc.)
5.Whenaquickrevisionofthesubject
matterisdesired.

8. Limitations of Demonstrations
Demonstration technique,
althoughquiteeffectiveforsmall
childrenhavethefollowing
limitation:
1.Visibilityisalwaysaprobleminthe
classroom.

9. 2.Therearenoopportunitiesforpupil’s
participationduringdemonstration.
Itisthusteacher-centredmethodof
teaching.
3.Muchscientificinformationcanbe
graspedadequatelybysightand
soundalone.
4.Ademonstrationisapttogosucha
rapidratethatpupilsdonotgrasp
eachstep.

10. Requisites of good
demonstration
Thesuccessofademonstration
dependsuponanumberoffactors,
whichmustbeprovidedbeforethe
demonstrationworkiscarriedout.
1. Agoodlecture-cum-demonstration
room isessentialinwhich
demonstrationtableisvisibletoallthe
pupils.

11. 2.Lightingmustbesufficient.
3.Ifpossiblethepupil’sbenches
maybearrangedintiers.
4.The apparatus used for
demonstrationshouldbelargein
size.

12. 5.Thereshouldbeenoughspare
apparatusincaseoneapparatus
failstoworkorbreaks.
6.Abigblackboardbehindthe
demonstrationbenchisdesirable
inordertosummarisetheresults
oftheexperimentandtodraw
necessarysketchesanddiagrams.

13. 8.Theteachermustrepeattheexperiment
eventhoughitissimple.
9.Theteachercanalsothinkofusing
audio-visualexperiments(aids)along
withtheapparatus.
10.Timeshouldbegivenonthemajor
pointinthedemonstration and
preferablywrittenontheblackboard.

14. Planning a demonstration or
criteria for a good demonstration
Forsuccessfuldemonstrationitis
betteriftheteacherbearsinmind
thefollowingpoints.
Theteachermustbeconvincedthat
demonstrationtechniqueisthebest
waytodealwithacertaintopic.

15. Thepurposeofdemonstrationshouldbe
madecleartothepupils.
The awareness ofobjectiveof
demonstrationmakesitmoremeaningful
forthepupils.
Otherwisetheymayseethingsbutmay
notunderstandthemeaningsinthem.

16. Thepurposeofdemonstrationshouldbe
toldinadvance.
Theyshouldobservethingscarefully,
exercisetheirreasoningandarriveat
theirownconclusions.
Thedemonstrationshouldbevisibleto
wholeclass.
Attentionshouldbepaidtotheposition
ofstudents,thesizeofapparatusand
alsolightingoftheclassroom.

17. Theexperimentsshouldbewellspaced
throughoutthelesson.
Thereshouldnotbeanyseparatetime
allottedfordemonstration.
Onlythesimplestformoftheapparatus
shouldbeused.
There should be varietyin
demonstration.

18. Newexperimentsotherthanthose
prescribedinthetextbookshouldbe
preferred.
Anelementofsuspenseistobe
introducedduringdemonstration.
Wheneachitemisrequireditistobe
takenfromthecupboard.
Theblackboardshouldbeused
properlyduringdemonstration.

19. Wheneachitemisrequireditistobe
takenfromthecupboard.
Thereshouldbepupilparticipationin
thedemonstration.
Connectingtheapparatus,inputtingthe
data,gettingtheoutputcanbedoneby
thestudents.
Manydemonstrations/experiments
shouldnotdoneatthesametime.

20. Eachdemonstrationshouldbedoneat
therighttime.
Demonstrationshouldnotbetoolong.
Anexperiment,whichlastsforalong
time,willnotsustaintheinterestofthe
students.
Theteachermusthavetheattentionof
theclass.

21. Demonstrationshouldbesupplemented
withotherteachingaidstomakeitmore
realandinteresting.
Demonstrationmethodistheleast
expensive ofutilizinglaboratory
activities.
Buttheycannotbesubstitutedfor
individualpracticalwork.

22. Practicalworkinvolvesproblemsolving
andresultsinnewlearning.
Itcanbeopen-endedandcanleadto
furtherexperimentations.
Inspiteofthedisadvantages,
demonstrationmethodisadvocated
whentimeandequipmentarelimited
andtheprocessiscomplicatedor
dangerousordifficult.

23. Demonstration starts with an
exclamationmarkwhereasexperimental
techniquestartswithaquestionmark.
Demonstration isusefultoshow
somethingsciencecontentorientedwhile
experimentalmethodstressesonprocess
orientedscience.

24. Themethodcanbeusedin
combinationwithothermethodof
teachingquitefrequentlyinour
schoolconditionstogetmaximum
possibleresults.
Thecomputer scienceteacher
shouldcreateadynamicfunctional
relationshipbetweendemonstration
andthelaboratorywork.

25. Oftenthedemonstrationwillinitiate
thestudent’sindividualexperiments.
Similarlytheresultsofthe
laboratorystudymayculminateina
demonstration.