Done by:

Dannea Sampson, Everist Benjamin

DemonstrationA Teacher- Centered Strategy

Teacher

Student

Teachers are the main authority figures whose primary goal is to pass knowledge and information onto their students. Students are viewed as “empty vessels” whose primary role is to receive the information with an end goal of testing and assessment.

What do we mean by Teacher-Centered Strategy?

A demonstration is "any planned performance by a presenter of an occupational skill, scientific principle or experiment". An effective demonstration follows three steps of the "learning cycle".

What do we mean by Demonstration?

1. The stimulus step (introducing the problem).

2. The assimilative step (demonstration and

development of the understanding by the learner).

3. The application step.

The Demonstration Strategy

The demonstration method of teaching shows learners how to do a task using sequential instructions with the end goal of having learners perform the tasks independently. The purpose of this strategy is to to increase student understanding of the concepts demonstrated, and to increase student enjoyment of the class.

The demonstrative teaching strategy relies on one key

element in order to provide instruction:

Eggen and Kauchak’s Educational Psychology defines modeling as “changes in people that result from

observing the actions of others.” (236)

MODELING

The demonstrative teaching strategy allows the teacher to show a given task or procedure; for example a math problem or a dance routine. However there are two ways this demonstration can be done.

1. Firstly, the instructor can demonstrate the task with no narration, annotation, or questioning on behalf of students; this would strictly allow them to watch the task carried out from start to finish. This strategy can be most effective when dealing with clear, concise, process-based tasks, such as physical action in physical education sessions.

2. Secondly, the instructor can provide a demonstration while students observe and listen to an explanation; if relevant, students can take notes or ask questions which allow them to more fully understand what is taking place before their eyes. For example this method can be used in math class when the teacher is solving a problem.

Two Styles of the Demonstration Strategy

No matter which of the demonstrative instructional strategy used, students have to practice the task on their own, using necessary materials and mimicking the instructor’s actions. This strategy is applicable to many subject areas however the manner in which the information is presented is an essential consideration from the very start.

Advantages of the Demonstration Strategy

Safety: Demonstrations act as safety features, which allows the teacher to control potential dangers that students can encounter when handling caustic materials or dangerous equipment.

Seeing before doing: It is beneficial to the students when they are able to see what is expected of them, to be done before they actually do it.

Task guidance: This is where the teacher simultaneously guides a large group of students to complete a task.

Economy of supplies: While the demonstration is being done the only supplies needed are those the presenter is using for the demonstration.

Teaching is more interactive and engaging with this method.

Pace of learning can be monitored to maximize

understanding.

Results can be verified immediately at completion of

demonstration.

Primary grade students that are highly visual learners excel.

PROPER PLANNING minimises the limitations of this method of

instruction.

Limitations of the Demonstration Strategy

Class Control

A high student- teacher ratio may pose a challenge in managing large classes.

Supervision may also be compromised especially if again, the student teacher ratio is high.

Limited View - All students may not have adequate view when done in a large group.

Non-Flexible Pacing- All students may not be able to keep up (follow) with the pace of the presentation.

Safety - safety issues are critical to this method of instruction especially if hazardous equipment are involved but students have not properly understood the demonstration.

Autocratic style of teaching- Provides little room/avenues for students to be innovative, creative, as they seek to mimic what the teacher does.

Time Consuming - more time is needed for developing and delivering clear and concise instructions; for demonstration, for practice before demonstration, for discussions and for execution of instruction given.

Students have the potential to become easily confused and distracted during demonstration when they have to hold questions and concerns till the end of the presentation.

Questions from other students can cause confusion for others.

When is the Demonstrative Method best used?

The demonstration method is best used in teaching learners how to perform manipulative operations. In other words, the best way to teach "how" is to "show how".

With the entire class

With a group

With an individual

• An effective demonstration should be given in a minimum of time--no longer than 15 minutes.

• During the practice period, the presenter should be aware of the activities of each member of the class.

• As the learners work individually, the presenter should move quickly from one learner to another.

• Periodically, the presenter should position themselves at a location where they can observe the entire group of learners. This will permit effective supervision as well as to allow learners to come to them for help.

• If a number of learners are having difficulty in learning a skill, the demonstration should be repeated and the learners who have mastered the skill may assist the presenter with those who have not.

An example of the Demonstration Strategy

Reference

• Advantages and Disadvantages of Method Demonstrations. (2015, January 23). Retrieved from Rice Knowledge Management Portal: http://www.rkmp.co.in/content/advantages-and-disadvantages-of-method-demonstrations

• California, U. U. (2015 , January 23). Teaching Methods. Retrieved from Teach Make a Differrence: http://teach.com/what/teachers-teach/teaching-methods

• Coffey, H. (2015, January 23). Demonstration. Retrieved from Learn NC: http://www.learnnc.org/lp/pages/5181

• Demonstrative Teaching Method. (2014, January 23). Retrieved from Paper Masters: https://www.papermasters.com/demonstrative-teaching-method.html

• Hoult, A. (2015, January 23). Strengths and Limitations of Demonstration. Retrieved from tips for student teachers: demonstration and group work strategies: https://alyceeduproject.wordpress.com/2-strengths-and-limitations-of-demonstration/

• Miska, A. (2015, January 23). Classroom Modeling: Scaffolding Learning or Stifling? Retrieved from https://www.ed.psu.edu/englishpds/inquiry/projects/miska04.htm

• Sharon E. Smaldino, D. L. (2011). Instructional Technology and Media for Learning. In Instructional Technology and Media for Learning (p. 74). Canada: Pearson Education Inc.