Demonstration Strategy

What?

The appropriate definition of the Demonstration Strategy is;
• Demonstration method is a visual approach to examining information, ideas and processes.
• It is a teaching method that allows students to see the teacher actively engaged as a learner and a model rather than merely telling them what they need to know.

In this method of teaching, the teacher performs the experiment before the class and simultaneously explains what s/he is doing. S/he also asks relevant questions to maintain the interest and attention of students. The students are compelled to observe carefully because they have to describe each and every step of the experiment accurately and draw conclusion. After thorough questioning and cross-questioning, the class draws conclusion.
Demonstrations to be done by the teacher have to be included as part of some activities. For example where resources are limited or the technique for the experiment is more difficult, ensure that some children take part in the demonstration. Make sure your equipment is well prepared. Ask for help from students and keep them involved by asking questions. When you do a demonstration make sure that all students can see what you are doing.

Why?

1. To stimulate interest in a particular topic:

Often the demonstration attracts student attention and generates interest by providing sensory stimulus that the written or spoken word cannot.

2. To illustrate points efficiently:

The demonstration is useful when time is limited or when an explanation alone is not sufficient. For example a well-planned demonstration of how to operate a microscope is far more effective than any amount of written or verbal instructions.

3. To provide a change of pace:

At times the demonstration method is used for the express purpose of giving students a break from other modes of instructions especially verbal ones. This change of pace avoids the boredom that tends to set in with prolonged use of one particular mode of instruction.

4. Lack of equipment:

All schools do not have enough equipment needed for the experiments for individual student. During such situations, a science teacher can resort to the method of demonstration to teach the concept.

5. Time constraint:
Due to vast syllabus coverage and the huge number of students in the class, sometimes practical experiments will not be feasible. At such time, teachers can demonstrate the experiments to make up for the time.

6. Risky experiments:
All teachers are aware that all experiments are not safe especially for small children. The risk is that there are possibilities of hurting students by glass splinters and burns or cause accidents in the class during the experiments. Hence, teachers need to perform the experiments by themselves.

How ?
1. Carefully plan the demonstration:

Like all other methods of teaching, the teacher must know exactly what s/he is doing. This is particularly true of the demonstration, where precision and clarity are crucial to the students’ ability to understand what they see. Careful thought and research are needed to make sure that all phases of the demonstration are accurately and logically presented.

2. Practice the demonstration:

Once a well thought out plan has been developed, ample time should be set aside to practice the demonstration. It is very risky to give a demonstration without having practiced it beforehand, especially when the procedure or topic is relatively complex or unfamiliar.

3. Develop an outline to guide the demonstration:

To ensure that the demonstration goes smoothly it is a good idea to have an outline that lists the steps to follow, the materials to use, the questions to ask and the important points to make. Developing such an outline provides the teacher not only a guide for carrying out the demonstration but also with a well designed framework into which spontaneous ideas can be incorporated as the situation demands.

4. Make sure everyone can see the demonstration:

It seems obvious that the teacher would make sure that all students can see the demonstration. Unfortunately, teachers sometimes fail to do this causing a situation which results in student’s loss of interest and misbehavior.

5. Introduce the demonstration to focus attention:

Students are likely to be interested in the demonstration and to understand it if they have at least a general idea of what to look for as it proceeds. A few introductory comments emphasizing the essential features and key terms of the demonstration can serve this purpose as an outline or diagram on the chalkboard. It is however unproductive to use a worksheet as a means of orienting students because it tends to draw their attention away from the demonstration.

6. Ask and encourage questioning:

“Students should be encouraged to ask questions so that their verbal experiences are integrated with their visual ones” (Crawford, 1938). Also students should be asked questions at key points as a way of assessing how well they understand the demonstration.

7. Plan a follow up to the demonstration:

A demonstration should be followed by activities that help students interpret and further understand the important points that were presented. Such activities could include a discussion or a writing exercise in which students can describe what they have observed.

Advantage
1.Seeing before doing: Benefit from seeing before having to do.

2. Task guidance: Can be guided step by step.

3. Economy of supplies: Fewer supplies needed because not everyone needs to handle material.

4. Safety: Allows teacher to control potentially dangerous materials or machinery instead of students.


Disadvantage
1.Not hands-on: Not a direct hands on experience for student unless being lead step by step.

2.Limited view: Students may not have an equal view of demonstration, so some may miss an aspect of the demonstration.

3.Pacing issue: Not all students will be able to follow single paced demonstration

Questions and answers session on 'Project Strategy of Teaching'

Thursday, April 26, 2012

We were assigned the work to read the topic on the Project Strategy so that in the next class we were going to have a question answer session. We were seated in a circle form where everybody was able to see each other. The first question was asked to Migma Dorji, then counted to four and the person next to that person was to answer the next one. the questions covered all the content in the hand-out that was provided to us to read such as the definition, types, procedures and so on. The question were random and unpredictable, leaving us with only one option that is to read the whole content of the note or the hand-out provided to us.

The Project Method

A project is any activity, individual or group, involving the study and solution of problems, planned and carried out to conclusion under the guidance of the teacher.

Characteristics of Project strategy;

It;
• Extends beyond classroom teaching.
• Is carried out in natural setting or real life situations.
• Involves investigation and solution to practical problems.
• Demands and ensures active participation from the students.
• Involves effective interaction between the student and the social environment.
• Creates an opportunity to acquire or practice social skills.
• Enables the students to study functional aspects of the subjects learnt.
• lets the teacher to act as a facilitator or a guide and thus promotes independent learning.

Principles of Project Strategy

1. Principle of utility;
The project method attempts to study and investigate a practical problem or a situation. The problems are concrete and not just abstract. The project should yield results, which are useful to learner.

2. Principle of readiness:
The teacher presents a set of tasks and the students are given the opportunity to choose one for the purpose of project. The options offered to the student are to the students to choose an area depending on their own interest and choice ensures the readiness and willingness to work on a certain project.

3. Principle of learning by doing:
Since this method of teaching provide an opportunity for the learners to have a direct contact with the learning situation or the context of learning, the learners acquire knowledge and skill through practical experience.

4. Principle of freedom at work.
The teacher acts as guide and facilitator. The students enjoy a high degree of freedom and it facilitates the emotional and intellectual development process in the learner.

5. Principle of socialization
It provides an opportunity for learner to come into direct contact with the social environment. Such effective social interaction enables the learners to acquire social skills necessary to adjust and live in society.

Procedure on project strategy .

 
Stage I: Classroom Planning
Step 1: Providing a set of tasks/problems for study.
Step 2: Selecting a task/problem for study.
Step 3: Formulation of hypothesis (for problems undertaken).
Step 4: Planning/designing methods to investigate.

Stage II: Execution
Step 1: Collection of data.
Step 2: Organizing and interpreting data.
Step 3: Review.

Step III: Conclusion
Step 1: reporting and incorporating additions/deletions.
Step 2: Evaluation.

'Reflection on the 'Questioning Strategy'

That particular day was started with usual meditation. The very first presenter was Dessang Dorji who defined the strategy as "to create life long, independent learners who uses questioning as a tool to learn". He started giving some of the important features of the concept.Than it was followed by Yeshi Dema who briefly explained on the classification of questions such as: -

• literal level question which is the most often used in the classroom
• the inferential level which means to think and search
• applied level
• thinking time/wait time
• no hand questioning and so on.
•  basketball questioning where the moved and brought for discussion among students.
• conscripts and volunteers where the teacher selects volunteers to answer.
• phone a friend where the student take assistance from a friend through phone.
• Hot seating where the is placed in a 'hot seat' and asked questions.
• and others like preview, pair rehearsal, big question, fat question, skinny question and seek a partial answer. 

I was enriched with the knowledge regarding the three types of Questioning strategies;
i. Socratic Questioning : - 
Socrates the greatest educator taught through questioning his students. His uses Six different to draw answer from his students such as 1. Conceptual clarification question where they are make to think about what they are asking. 2. Probing Assumptions where they are make to think about the presupposition  and unquestioned beliefs. 3. Probing rationale, reasons and evidences  4. Questioning viewpoints and perspectives  5. Probe implications and consequences 6. Questioning about the questions.  

ii. Bloom's taxonomy : -
where Benjamin Blooms focuses on the six levels of question parallel to the six levels of thinking like
1. Remembering
2. Understanding
3. Applying
4. Analysing
5. Evaluating
6. creating

iii.  Kipling Questions: -

which is based on 5 wife and one husband. The 5 Ws are what, why, when, where who and the H how.

Role of teacher

• model of critical thinking
• Respect students views
• probe their understanding and shows genuine in their thinking.

Role of students

• participates when called upon
• answer questions are carefully and clearly as possible
• address the whole class so that everyone can hear their answer
• be as succinct as possible

Reflection on 2nd class of Deductive Teaching.

We revisited the topic Deductive teaching strategy whereby sir gave us an example of both DTS and ITS on the board. We were made to identify the two strategy from the written examples. After that we were given a piece of paper which was a lesson plan based on Deductive Teaching Strategy.  We went through that lesson plan and i can confidently say that it enhanced in further understanding of my knowledge about DTS.

And finally, we were given a task (First Assignment) in which we have to prepare a lesson plan on any topic from IT/English Subject. And that particular lesson plan should be based on Inductive Teaching Strategy. Duration of the class must be of 50 minutes.

Submission Date; 26/03.2012 Monday

Reflection on Deductive Teaching Strategy

We were switched onto a new topic-Deductive Teaching Strategy. This new topic was easy to learn and i found it flexible to learn because it is an antonym of the word Inductive Teaching Strategy which we have learned in our previous class. As per my understanding, Deductive teaching is the strategy in which the teacher initially presents the principle or generalization followed by application of the principles and testing of that principle. It is basically leading the student's from unknown to known, abstract to concrete and Complex to simple.

Phases of Deductive Teaching Strategy
I.Presentation of Abstraction
II.Teacher illustrates it with examples.
III.Std's give example's of concepts and apply them in new situations.
IV.Std's restates the concept or definition that they have learned.

Purposes of  Deductive Teaching

• It is a teacher centered approach where std's are taken as blank slates.
• This strategy creates dependency in std's limiting their thinking ability.
• This strategy is basically used to help std's with learning disability, to enhance their learning.

Advantages of DTS;

• Less time consuming.
• Different from route learning as it is a strategy where logical interlinking of the element is encouraged.
• Most of the school materials/curriculum can be easily taught through deductive strategy.
• involves all levels of questions.

Disadvantages of DTS;

• Std's are not actively involved in the begining of the lesson.
• Since it is a teacher centered approach it may not be challenging for the brighter std's.

Role of Teacher.

1. Presents principles and generalizations.
2. Tr needs to plan and prepare the detail information including materials.
3. dictates information to std's
4. Tr should know the abstract content.
5. Active speaker.

Reflection on the Activity

After we got a comment on our activity on teaching IT topic (MS Excel), we thought of other topic. i.e, teaching of Computer hardware

1. Giving examples and non-examples of Hardware(keyboard, mouse, MS office, etc)
2. Let the student identify
3. make the students the define the topic and give other new examples.