Demonstration in Teaching

                                                                    Demonstration in Teaching

1.         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 their a better way to achieve your ends?

 4. Do you have access to all the necessary materials and equipment to make the demonstration?

5. Are you familiar with the sequence and content of proposed demonstration? 6. Are the time limits realistic?

2.. You have planned and rehearsed your demonstration, your materials and equipment are ready, you have prepared your students, then you can proceed to the demonstration itself.(Dale 1969)

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 your demonstration is being understood.

5. Do not hurry your demonstration.

6.Do not drag out the demonstration.

7.Summarize as you go along and provide a concluding summary.

 8. Hand out written materials at the conclusion.

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

 Was your explanation simple enough so that most of the students understood it easily?

 Was the demonstration itself correct?

 Did you make use of additional materials appropriate to your purposes?

  Did you follow the step-by-step plan?

  Was your demonstration adequately and skillfully prepared?

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

14.  Did your evaluation of student learning indicate that your demonstration achieved his purpose?

Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?  Did you review and the key points?  Did you take enough time to demonstrate the key points?  Did you help students do their own generalizing?  Could every person see and hear?

Dale’s Cone of Experience

The Cone of Experience is a visual model meant to summarize Dale’s classification system for the varied types of mediated learning experiences.
Please read carefully – as all is not as it first seem               Dales Cone of Experiences

The original labels for Dale’s ten categories in the Cone of Experience were:

1.    Direct, Purposeful Experiences

2.    Contrived Experiences

3.    Dramatic Participation

4.    Demonstrations

5.    Field Trips

6.    Exhibits

7.    Motion Pictures

8.    Radio, Recordings, Still Pictures

9.    Visual Symbols and

10.   Verbal Symbols

When Dale researched learning and teaching methods he found that much of what we found to be true of direct and indirect (and of concrete and abstract) experience could be summarized in a pyramid or ‘pictorial device’ Dales called ‘the Cone of Experience’. In his book ‘Audio visual methods in teaching’ – 1957, he stated that the cone was not offered as a perfect or mechanically flawless picture to be taken absolutely literally. It was merely designed as a visual aid to help explain the interrelationships of the various types of audio-visual materials, as well as their individual ‘positions’ in the learning process.
Dale points out that it would be a dangerous mistake to regard the bands on the cone as rigid, inflexible divisions.
He said “The cone device is a visual metaphor of learning experiences, in which the various types of audio-visual materials are arranged in the order of increasing abstractness as one proceeds from direct experiences”

People Remember

It is said that people remember:

• 10% of what they read
• 20% of what they hear
• 30% of what they see
• 50% of what they see and hear
• 70% of what they write and say
• 90% of what they say as they do