DEMONSTRATION STRATEGY
What?
An act of showing something by giving proof or evidence.
An instance of somebody showing and explaining how something works.
It’s an outward showing and feelings, a description and explanation through experiment.
It is a teaching method that allows students to see the teacher actively engaged as a learner and a model rather than merely telling them what they need to know.
Role of teacher and student
ROLE OF TEACHER
Before hand preparation.
Giving Instruction in order.
Handling equipment with care.
Making sure that learners are actively participating.
ROLE OF STUDENT
Being active in class.
Asking question.
Doing by seeing.
Purpose of Demonstration Strategy
To stimulate interest in a particular topic.
To illustrate points efficiently.
To provide a change of pace.
Lack of equipment.
Time constraint.
Risky experiments.
PRINCIPLES OF DEMONSTRATION STRATEGY.
Behaviors being demonstrated must be modeled accurately.
Learners must be able to clearly perceive what is going on.
Appropriate demonstration, explanations and discussions are the key things that enhance the student’s performance.
TYPES OF DEMONSTRATION
*There are three types of demonstration teaching strategy and they are as follow;
1. PURE DEMONSTRATION
This is purely visual method of instruction in which teacher shows students a particular process in operation.
2. DEMONSTRATION WITH COMMENTARY
It is harmonious combination of visual and verbal modes of Communication.
3. PARTICIPATIVE DEMONSTRATION
Learner and the teacher together perform the demonstration simultaneously.
Procedure of Demonstration Strategy is done.
1. Carefully plan the demonstration.
Like all other methods of teaching, the teacher must know exactly what s/he is doing. This is particularly true of the demonstration, where precision and clarity are crucial to the students’ ability to understand what they see.
2. Practice the demonstration.
Once a well thought out plan has been developed, ample time should be set aside to practice the demonstration. It is very risky to give a demonstration without having practiced it beforehand, especially when the procedure or topic is relatively complex or unfamiliar.
3. Develop an outline to guide the demonstration
To ensure that the demonstration goes smoothly it is a good idea to have an outline that lists the steps to follow, the materials to use, the questions to ask and the important points to make. Developing such an outline provides the teacher not only a guide for carrying out the demonstration but also with a well designed framework into which spontaneous ideas can be incorporated as the situation demands.
4. Make sure everyone can see the demonstration.
It seems obvious that the teacher would make sure that all students can see the demonstration. Unfortunately, teachers sometimes fail to do this causing a situation which results in student’s loss of interest and misbehavior.
5. Introduce the demonstration to focus attention
Students are likely to be interested in the demonstration and to understand it if they have at least a general idea of what to look for as it proceeds. A few introductory comments emphasizing the essential features and key terms of the demonstration can serve this purpose as an outline or diagram on the chalkboard.
6. Ask and encourage questioning
Students should be encouraged to ask questions so that their verbal experiences are integrated with their visual ones. Also students should be asked questions at key points as a way of assessing how well they understand the demonstration.
7. Plan a follow up to the demonstration.
A demonstration should be followed by activities that help students interpret and further understand the important points that were presented. Such activities could include a discussion or a writing exercise in which students can describe what they have observed.
ADVANTAGES AND DISADVANTAGES OF DEMONSTRATION STRATEGY
Advantages;
Seeing before doing
Task guidance
Economy of supplies
Safety
Helps people who can learn well by other’s modeling(visual learners)
Promotes self-confidence.
It makes the pupils familiar with the nature and use of apparatus.
In this method no time is wasted.
Disadvantage
May not be appropriate for the different learning style of the students.
Teachers’ laziness and preparedness
Not hands-ion
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