DEMONSTRATION METHOD
Demonstration may be the most effective method
of showing how something works, what it is composed of, and why it is
important. Students become involved with the subject because they are looking
at specific things, which hold their attention.
Demonstration
generally involves manipulation of tangibles such as food preparation, home
decoration, etc. but it can also be used for exploration of intangibles such
as, good posture, mannerisms, how to introduce a person, how to appear for
interview, and so on.
Demonstration can be given by teachers, outside experts or students. For
students, giving demonstration is a valuable activity because it makes them
participate in a process of communication, which involves many responsibilities
and actions. They may have to give oral explanations and use a variety of
teaching aids for clarifying the points. Through this process they learn about
the techniques which can make communication effective.
Values of
Demonstration
1.
It helps to visualise
a process that might be difficult to understand completely only through verbal
description. For example, teaching how to design a
dress can be taught through demonstration.
2.
It makes people aware
of the advantages of improved practices, for
e.g., if cooking practices in the community are poor then the demonstration
of the advantages and methods of good cooking practices can be given.
3.
It arouses interest in
adopting new techniques, and thereby motivates people to take action. The demonstration on good cooking practices may set a better
standard of taste in the food which may arouse interest in adopting the new
cooking practices.
4.
It makes learning easy
and saves time. As the students see the teacher
demonstrating, step by step, they remember the process more easily. Thus, it
saves the teacher from explaining the procedure again and again and saves time.
5.
It is useful
especially when the material is very expensive and all the students cannot have
it for experimenting.
6.
For example, operation of a washing machine /
microwave can be demonstrated for all the students, as all the students may not
have it.
7.
It helps in teaching
set standards in technique or in the finished product. For example, demonstration on 'icing on cake' can teach students the
correct quantity of ingredients to be used, consistency of a paste and
technique of icing.
Mainly there arc two
types of demonstrations:
Method Demonstration
It means the demonstration of a new technique or
practice, that is, how the thing is done. When a Home Science teacher or student
shows how to prepare a cake, for example, he/she shows how to beat the egg, how
to mix the ingredients, how to put it in the oven, how to know whether it is sufficiently
baked or not, and so on. The learners watch the whole process shown in the
method demonstration.
Result Demonstration
In result
demonstration, a comparison of the result of demonstrated practices and existing
practices is made. The demonstration can be supplemented
by the use of audio-visual aid. For example, comparison of food with baking
soda and without it, old and new methods of room arrangement, and so on.
Preparing for
Demonstration
Demonstrations involve two elements - demonstrator
and observers. Therefore, preparation for demonstration requires careful
attention to the needs of both. Here are the important guidelines which should
be considered while planning for a method demonstration:
1.
Determine the purpose of your demonstration,
that is, whether it is going to demonstrate a skill or create awareness
regarding a new practice or technique.
2.
Decide how you are going to determine whether
you have accomplished your purpose.
3. Select the real things, models, films, pictures and photographs, or any
other supporting material that will contribute to the demonstration.
4.
Arrange the sequence of steps and the content of
the demonstration.
5.
Plan how you will arrange materials on the
demonstration table or area to have them conveniently at hand when you need
them.
6.
Decide how you are going to arrange the room so
that all viewers are able to see what is being demonstrated.
7.
Make time limits realistic in your lesson plan
allotting sufficient time for demonstration as well as for the questions after
the demonstration.
8.
Make the introduction to your demonstration
clear and direct so that learners know exactly what purposes the demonstration
is to serve, what they will learn from it, and so on.
9.
Plan for assistance by others during
demonstration, if necessary.
10.
Decide when to provide learners with handouts or
any other 'carry home' material.
Conducting a Method
Demonstration
Although hazards are possible in demonstrations, the following
suggestions can ensure reasonable assurance of success:
1.
Keep ready everything needed for a demonstration
in advance.
2.
Have a semi-circular seating arrangement so that
all the learners can see what is being done.
3.
Remember to speak loud enough so that everyone
can hear. Call for the attention of the learners time to time. This helps in
learning.
4.
Tell or show only what viewers need to meet
their goals. Concentrate your talk/lecture on the essential ideas, don't talk
just to be entertaining.
5.
Keep an eye on your learners and watch for
puzzled or confused expressions and try to clear the same.
6.
Keep a proper pace in your demonstration. Move
slowly over difficult steps and repeat them, if necessary.
7.
Use teaching aids to emphasize important points,
such as, specimens to show ingredients used, pictures and photographs to explain
nutritive value, or a set of flash cards with illustration to explain
procedure.
8.
Involve learners in demonstration by asking them
to help in preparation or try out a special technique involved in the
preparation. For example, a recipe requiring special kind of rolling or folding
can be tried out by the learners.
9.
Strictly follow the time plan made for
demonstration.
10.
Encourage questions, and summarize the process.
This will help in clarifying doubts and confusions.
This method is particularly effective with non-formal groups. It is
easier to convince them about new ideas through this method because 'seeing
is believing'.
The evaluation of a demonstration can be carried out by the teacher with
the help of the checklist or rating scale.
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