DEMONSTRATION IN TEACHING

I. Module Overview

In this module, we will learn that role-playing and pantomime of the dramatized
experiences, just like demonstration is also something very handy. It requires no elaborate
preparation and yet as effective as the other instructional materials when done properly.

II. Desired Learning Outcome

At the end of this module, students should be able to:

III. Take-off/ Motivation:

Describe what happens when:

IV. Content Focus

In the demonstration of a new product, the speaker shows the product, tells all the good things
about the product to promote it in order to convince the audience that the product is worth buying.
In the activists’ demonstration, the activists air their grievances and publicly denounce the acts
of a person or of an institution, like government, against whom they are demonstrating.
When a Master teacher is asked to do demonstration teaching on a teaching strategy, he/she
shows to the audience how to use a teaching strategy effectively.
In all the three instances of demonstration, there is an audience, a process of speaking, and a
process of showing a product or a method or proofs to convince the audience to buy the product, use
the strategy or rally behind their cause.
What then is a demonstration?
Webster's International Dictionary defines it as "a public showing emphasizing the salient
merits, utility, efficiency, etc, of an article or product..." In teaching, it is showing how a thing is
done and emphasizing the salient merits, utility and efficiency of a concept, a method or a process
or an attitude.
What guiding principles must we observe in using demonstration as a teaching-learning
experience? Edgar Dale (1969) gives at least three:

1. Establish rapport. Greet your audience. Make them feel at ease by your warmth and sincerity.
Stimulate their interest by making your demonstration and yourself interesting. Sustain their
attention.
2. 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. To avoid the fallacy, it is best for the expert demonstrator to assume that his/her audience
knows nothing or a little about what he/she is intending to demonstrate for him/her to be very
thorough, clear and detailed in his/her demonstration even to a point of facing the risk of being
repetitive.

3. Watch for key points. What are key points? Dale (1996) says, "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". The good demonstrator recognizes possible stumbling blocks
to learners and highlights them in some way. What are usually highlighted are the "don't's” of a
process or a strategy.

To ensure that the demonstration works, we ought to plan and prepare very well before we
conduct the demonstration. In planning and preparing for demonstration, Brown (1969) suggests
methodical procedures by the following questions:

1. What are our objectives?

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 2. How does your class stand with respect to these objectives? This is to determine entry knowledge
and skills of your students.

3. Is there a better way to achieve your ends? If there is a more effective way to attain your purpose,
then replace the demonstration method with the more effective one.

4. Do you have access to all the necessary materials and equipment to make the demonstration?
Have a checklist of necessary equipment and material. This may include written materials.

5. Are you familiar with the sequence and content of the proposed demonstration? Outline the steps
and rehearse your demonstration.

6. Are the time limits realistic?

You have planned and rehearsed your demonstration, your materials and equipment are ready,
you have prepared your students, now you can proceed to the demonstration itself. Dale (1969)
gives several points to observe:

1. Set the tone for good communication. Get and keep your audience's interest,
2. Keep your demonstration simple.
3. Do not wander from the main ideas.
4. Check to see that your demonstration is being understood. Watch your audience for signs of
bewilderment, boredom or disagreement
5. Do not hurry your demonstration. Asking questions to check understanding can serve as a
"brake".
6. Do not drag out the demonstration. Interesting things are never dragged out. They create their
own tempo.
7. Summarize as you go along and provide a concluding summary. Use the chalkboard, the
overhead projector, charts, diagrams, power point and whatever other materials are appropriate to
synthesize your demonstration.
8. Hand out written materials at the conclusion.

What questions can you ask to evaluate your classroom demonstration? Dale (1969)
enumerates:
 Was your demonstration adequately and skillfully prepared?
 Did you select demonstrable 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, felt
board, pictures, charts, diagrams, models, overhead transparencies, or slides?
 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 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 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?

V. Take Action

Prepare your demonstration teaching with your field of specialization through a video
presentation following the several points to observe given by Dale (1969). Have it a 15-minute
presentation. This will be part of your final examination.
Criteria:
Content (Lesson Plan)-60%
Quality (Audio/Video)-30%
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 Time Frame-10%
100%

VI. Self-check

Why is demonstration called audiovisual explanation? (10 points)

VII. Self-reflect

As a future educator, how will you simplify your demonstration? (10points)

Note: Use separate sheet of papers for your answers.

VIII. References

Corpuz, Brenda B. & Lucido Paz I. (2015). Educational Technology I. Quezon City: Lorimar
Publishing Inc.

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