Professional Documents
Culture Documents
Lesson 11: Making the Most of Community Resources and Field Trips
The field trip should be well planned ahead of time with the students, so that they know exactly what to
look for in the field trip. Safety measures should be discussed before the field trip.
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Were there any unexpected problems which could be foreseen another time? Were these due to guides,
students, poor planning, or unexpected trip conditions?
Were new interests developed?
Should the trip be recommended to other classes studying similar topics?
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Lesson 10: Demonstration in Teaching
Establish Rapport. Greet your Audience. Make them feel at ease by your warmth and sincerity.
Stimulate their interest by making your demonstration and yourself interesting.
Avoid the COIK fallacy (Clear Only If Known). To avoid the fallacy, it is best for the expert
demonstrator to assume that his audience knows nothing or a little about what he is intending to
demonstrate for him to be very thorough, clear and detailed in his demonstration even to a point of facing
the risk of being repetitive.
Watch for key points. The good demonstrator recognizes possible stumbling blocks to learners and
highlights them in some way.
Planning and Preparing for Demonstration (Brown 1969)
What are our objectives?
How does your class stand with respect to these objectives?
Is there a better way to achieve your ends?
Do you have access to all the necessary materials and equipment to make the demonstration?
Are you familiar with the sequence and content of the proposed demonstration?
Are the time limits realistic?
Plan and Rehearse your Demonstration (Dale 1969)
Set the tone for good communication.
Keep your demonstration simple.
Do not wander from the main ideas.
Check to see that your demonstration is being understood.
Do not hurry your demonstration.
Do not drag out the demonstration.
Summarize as you go along and provide a concluding summary.
Hand out written materials at the conclusion.
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Evaluate your classroom demonstration (Dale 1969)
Was your demonstration adequately and skilfully prepared?
Did you follow the step-by-step plan?
Did you make use of additional materials appropriate to your purposes- chalkboard, felt board, pictures,
charts, etc.
Was the demonstration itself correct?
Was your explanation simple enough so that most of the students understood it easily?
Did you keep checking to see that all your students were concentrating on what you were doing?
Could every person see and hear?
Did you help students to their own generalization?
Did you take enough time to demonstrate the key points?
Did you review and summarize the key points?
Did your students participate in what you were doing by asking thoughtful questions at the appropriate
time?
Did your evaluation of student learning indicate that your demonstration achieved its purpose?
SUMMARY
A good demonstration is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her
demonstration must be accompanied by some visuals.
To plan and prepare adequately for a demonstration, we first determine our goals, the materials we need, our steps,
and rehearse.
What does demonstration mean?
How should demonstration be done to make it work?
(Write your answer in your learning bank.)