Lesson 10

DEMONSTRATION IN TEACHING

Introduction

-          In demonstration, you have to use both verbal and action communication for your learners to understand what you are talking and what you are showing to them. But, a good demonstrator must present or show how a specific thing is done while following it up with an explanation. It is best for your learners to see in actual or to do it while showing it, for them to really understand it.

-          To be a good demonstrator you have to make your demonstration lively and interesting to get the attention of your audience so that, they would be able to participate. Once they have been participated with the topic, you can probably say that you’re a good demonstrator because there is a communication between you and your audience.

Demonstration    

·        Is showing how a thing is done emphasizing the salient merits, utility and efficiency of concept, a method or a process or an attitude.

·        Demonstration is a method of presentation of skill which shows a particular procedure is performed.

·        Demonstration increases interest of students and persuades them to adopt recommended practices.

·        A good demonstrator is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her demonstration must be accompanied by some visuals.

Guiding principles that we must observe in using demonstration as a teaching-learning experience:

1.    Establish rapport.

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

3.    Watch for key points.

Planning and Preparing for Demonstration Brown (1969)

1.    What are our 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 limits realistic?

Several points to observe in the actual conduct of demonstration: Dale (1969)

1.    Set the tone for good communication.

2.    Keep your demonstration simple.

3.    Do not wander from the main ideas.

4.    Check to see if your demonstration is being understood.

5.    Do not hurry your demonstration.

6.    Do not drag out your demonstration.

7.    Conclude with a summary.

8.    Hand out written materials at the conclusion.

What questions can you ask to evaluate your classroom demonstration? Dale (1969)

1.    Was your demonstration adequately prepared?

2.    Did you follow the step-by-step plan?

3.    Was the demonstration itself correct?

4.    Did you keep checking to see that all your students were concentrating on what you were doing?

5.    Could every person see and hear?

6.    Did you help students do their own generalizing?

7.    Did you take enough time to demonstrate the key points?

8.    Did you review and summarize the key points?

9.    Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?

10. Did your evaluation of student learning indicate that your demonstration achieved its purpose?

Lesson 9

TEACHING WITH DRAMATIZED EXPERIENCE

Introduction

-       Dramatic experiences come next to contrived experiences in the Cone. Do these dramatic experiences require us to be dramatic in our entrance into the classroom and in our lesson presentation?

Abstraction

-       Something dramatic is something that is stirring or affecting or moving. A dramatic entrance is something that catches and holds our attention and has an emotional impact. If our teaching is dramatic, our students get attracted, interested and affected. If they are affected and moved by what we taught, we will most likely leave an impact on them. So, why can’t we be dramatic all the time?

Dramatized experiences can range from the formal plays, pageants to less formal tableau, pantomime, puppets and role playing.

·        Plays – depict life, character, or culture or a combination of all three. They offer excellent opportunities to portray vividly important ideas about life.

·        Pageants – usually community dramas that are based on local history, presented by local actors. An example is a historical pageant that traces the growth of a school. Play and pantomime require much time for preparation and so cannot be part of everyday classroom program.

·        Pantomime – is the art of conveying a story through bodily movements only. Its effect on the audience depends on the movements of the actors.

·        Tableau – (a French word means “picture”) is a picture-like scene composed of people against a background. A tableau is often used to celebrate Independence Day, Christmas and United Nations Day.

·        Puppets – unlike regular stage play, it can present ideas with extreme simplicity, without elaborate scenery or costume yet effective. An inanimate object, constructed of wood, cloth, plastic, cardboard, etc.

Types of Puppet

1.    The marionette – are generally fashioned from wood and resemble a human body.

2.    Shadow puppet – similar to the marionette, but less sophisticated. The shadow puppet are generally flat character created from heavy paper or cardboard.

3.    Stick puppet – as simple as a Styrofoam ball head attached to a tick, or a two-dimensional picture attached to a stick.

4.    Hand puppet – most common type of puppet they are relatively simple to create.

5.    Mouth puppet – are distinguished from other puppets in that they have movable mouths, thus allowing the puppets to talk more realistically.

6.    Rod puppet – flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level wire rods or slender stick.

7.    Glove-and-finger puppet – make used of old gloves to which small costumed figure are attached.