Professional Documents
Culture Documents
Explanation
Demonstration
Student performance
Instructor supervision
Evaluation
1
Explanation phase
Explanations must be clear, pertinent to the objectives of the particular lessons to be
presented and based on the known experience and knowledge of the student. In teaching a skill,
the instructor must convey to the student the precise actions they are to perform. In addition to
the necessary steps the instructor should describe the end results of these efforts. Before leaving
this phase the instructor should encourage students to ask questions about any step of the
procedure they do not understand.
Demonstration phase
The instructor must show students the actions necessary to perform a skill. As little
extraneous activity as possible should be included in the demonstration. If students are to clearly
understand that the instructor is accurately performing the action previously explained. If, due to
unanticipated circumstances the demonstration does not closely conform to the explanation, this
deviation should be immediately acknowledged and explained.
Student performance and instructor supervision phase
Because these two phases, which involve separate actions, are performed concurrently,
they are discussed under the same heading. The first of these phases is the students performance
of the physical or mental skills that have been explained and demonstrated. The second activity
is the instructors supervision.
Student performance requires students to act and do. To learn skills, students must
practice. The instructor must, therefore allot enough time for meaningful student activity.
Through doing, students learn to follow correct procedures and to reach established standards. It
is important that students be given an opportunity to perform the skill as soon as possible after a
demonstration. For example, in flight training, the instructor may allow the students to follow
along on the control during the demonstration of a maneuver. Immediately thereafter, the
instructor should have the student attempt to perform the maneuver, coaching as necessary. In
another example, students have been performing a task, such as a weight and balance
computation, as a group. Prior to terminating the performance phase, they should be allowed to
independently complete the task at least once, with supervision and coaching as necessary.
Evaluation phase
In this phase, the instructor judges the student performance. The student displays
whatever competence has been attained, and the instructor discovers just how well the skill has
been learned. To test each students ability to perform, the instructor requires students to work
independently throughout this phase and makes some comments as to how each performed the
skill relative to the way it was taught. From this measurement of student achievement, the
instructor determines the effectiveness of the instruction.
Characteristics of a demonstration
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Variations of a demonstration
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Physical demonstration.
Written or visual demonstration: holding up a; painting, chart etc.
Audio demonstration: for example hearing a musical note.
Method demonstration: that is illustrating how to do something in step by step.
5. Rehearse the demonstration so that you are sure of the order in which to do things and
can address any possible problem.
6. List the questions that you can ask your students before, during and after the
demonstration to engage them and focus the attention.
7. Identify as many opportunities as possible to develop scientific enquiry. Allow your
students to predict what will happen, observe any perceptible changes, record their
observations and draw their own conclusion.
A good classroom demonstration should capture your student interest from the start, with
an appropriate introduction to the topic, reference to the intended learning outcomes and some
explanatory questions to establish their current knowledge and understanding.
As you undertake the demonstration you should explain, what you are doing. It is
important to carry out the demonstration neatly and systematically. The intention is to provide a
good example to your students if they later carry out the activity themselves.
Rules for using the demonstration performance method
1. Give a perfect demonstration or if not practical show finished product. For example,
when teaching map preparation, show a map with a cross-country trip all marked outstudents will see the standard expected in the preparing their own maps.
2. Give a step by step explanation of the required task-use reasons or examples, and
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supervision. Students should take as much time to practice as you take to teach.
7. Overall rule-while you are demonstrating and explaining your students listen and
observe; while your student is performing, you should listen and observe. NEVER ask
the students to perform while you are explaining.
8. Complete the exercise with an evaluation (final check-up) in which students have the
opportunity to prove what they can do.
NB: Never just explain and demonstrate a skill or procedure for students. Always have students
perform the skill to ensure that the skill or the procedure is done properly. Stick with them until
the skill is done correctly.
Advantages of demonstration method
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Only the attention of the learner is invited towards the activity demonstrated. They are
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References