“Good demonstration is good communication”
Focus Questions
•What does demonstration mean?
•How should demonstration be dome to make it work?
Introduction
•Like role-playing and pantomime of the dramatized experiences, demonstration is also something very handy. It requires no elaborate preparation and yet as effective as the other instructional material when done properly.
Analysis
•Discussion questions:
1.What elements are common in the three (3) instances of demonstration?
2.How should these three do their demonstrations for them to achieve their objectives (sell a product, get support and be heard, teach the audience how to use the teaching method effectively)?
Abstraction
•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.
•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, she shows to the audience how to use a teaching strategy effectively.
•In all the three instances of demonstrations, 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 and emphasizing of the sale t merits, utility, efficiency, etc. of an article or product. …?
•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 or an attitude.
Guiding principle 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 audience knows nothing or a little about what he is intending to demonstrate for his to be very thorough, clear and detailed in his 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 ot be mak\de, 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'ts” 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, Grown (1996) suggests methodical procedures by the following questions:
1.What are our objectives?
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 an 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?
Dale (1996) 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 form 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 thins 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, PowerPoint and whatever other materials are appropriate to synthesize your demonstration.
8. Hand out written materials at the conclusion.
Focus Questions
•What does demonstration mean?
•How should demonstration be dome to make it work?
Introduction
•Like role-playing and pantomime of the dramatized experiences, demonstration is also something very handy. It requires no elaborate preparation and yet as effective as the other instructional material when done properly.
Analysis
•Discussion questions:
1.What elements are common in the three (3) instances of demonstration?
2.How should these three do their demonstrations for them to achieve their objectives (sell a product, get support and be heard, teach the audience how to use the teaching method effectively)?
Abstraction
•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.
•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, she shows to the audience how to use a teaching strategy effectively.
•In all the three instances of demonstrations, 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 and emphasizing of the sale t merits, utility, efficiency, etc. of an article or product. …?
•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 or an attitude.
Guiding principle 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 audience knows nothing or a little about what he is intending to demonstrate for his to be very thorough, clear and detailed in his 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 ot be mak\de, 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'ts” 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, Grown (1996) suggests methodical procedures by the following questions:
1.What are our objectives?
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 an 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?
Dale (1996) 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 form 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 thins 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, PowerPoint and whatever other materials are appropriate to synthesize your demonstration.
8. Hand out written materials at the conclusion.
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