Techniques of Demonstration

Teaching by demonstration comes in different forms, namely:

1. Teacher-directed technique

The teacher commonly presents the demonstration lesson particularly in two special considerations. First, when there is only one set of materials available for the instructional purposes that makes it impossible for students to work even in groups. And second, when the activity requires the handling of harmful materials and delicate, fragile equipment.

2. Student –directed technique

Students particularly the more capable ones could be thought how to show a demonstration although it could be done with joint teacher-student participation. The teacher in this particular case can give the instructions while the selected students follow them.

3. Teacher-student directed technique

In a more limited sense, the teacher performs the demonstration with the students giving a helping hand i.e. handing in the materials over to the teacher as he needs them during the demonstration.

4. Resource speaker-directed technique

In some other occasions, an invited resource speaker could be the demonstrating teacher himself. The class may likely welcome this change and besides their teacher may not be in a position to demonstrate such particular lesson or procedure. The resource speaker may be found more effective as he can provide the class with the necessary know-what and know-how in line with his own expertise and special training.

Steps of Demonstration

Sometimes called as a imitative method, the demonstration method aims at learning skills faster and more effective when the students are shown how the job is done by using the actual tools, machines, and materials they are expected to work with on the job (Belen, 1962).

1. Purposing. The class decides on an activity which involves the process of

demonstration. The teacher may suggest it but he should not impose it on them, he may encourage them to go through with it but he should not dictate it on them.

2. Planning. This phase consist of the object of the demonstration, the person or

persons to conduct it, the materials to be needed, and the date, time, and place of the activity. If an outside resource speaker will be invited, necessary arrangements like a letter of invitation should be made.

3. Demonstration proper. Before the demonstration is done, all the preliminaries should have been

prepared – materials-wise, procedure-wise, and the classroom physical arrangement.

4. Executing. Students are expected to carry out or repeat the same performance

shown during the activity. During this phase, the teacher should keep close watch of the students’ performance for they may likely need his assistance and further explanation.

5. Evaluation. This is done to assess how successful the students are in following

certain instructions, in duplicating an observed performance, and in showing their creativity (although it is based on a model, they could be encouraged to improve such model by being original and imaginative). Another aspect of evaluation is concerned with their assessment of the demonstration proper. They may spot its strengths as well as its weaknesses so in case they will be asked to demonstrate in the future, they can rely on these strengths and at the same time they can avoid such weaknesses.

Republic of the Philippines Laguna State Polytechnic University

Santa Cruz- Main Campus Santa Cruz, Laguna

A.Y. 2013-2014

Teaching Approaches in

Secondary Social Studies (Major 6)

Submitted by: Submitted to:

Talabis, Sumer Anne V. Prof. Nelson B. Vibora

BSED III-C Social Science

Republic of the Philippines Laguna State Polytechnic University

Santa Cruz- Main Campus Santa Cruz, Laguna

A.Y. 2013-2014

Teaching Approaches in

Secondary Social Studies (Major 6)

Submitted by: Submitted to:

Trilles, Monica M. Prof. Nelson B. Vibora

BSED III-C Social Science

G. The Project Method

A project is a significant, practical unit of activity of a problematic nature, planned/ carried to completion by the student in a nature manner, and involving the use of physical materials to complete the unit of experience.

Types of Projects

Construction Project- the motive is to do something. Pupils have ideas that they want to put in concrete form.

Employment Project- the motive is participation in an activity that is accompanied by enjoyment or satisfaction. An example may be planning and taking part in a school program.

Problem Project. The motive is to master some intellectual difficulties which come from the learner himself. Curiosity or interest in the subject may be dominant factor.

Learning Project- the inner drive is toward acquisition of a skill or some knowledge. For example, a pupil may want to learn to swim or master certain combinations in arithmetic.

Another Classification of Project According to Risk (1965)

1. Physical or Material Project. Making a table, digging a wall,