Skill of Demonstration

Learning Outcomes:
At the end the class the student will be able to
1. Describe the components of skill of demonstration
2. Write a lesson plan including the components of skill of demonstration.
3. Plan activities to practice the skill of demonstration.
Introduction:
Demonstration is a valuable and effective instructional strategy in education that involves
showing, modeling, or illustrating a concept, process, technique, or skill to learners. It is a
hands-on and visual approach that aims to enhance understanding, retention, and practical
application of knowledge. Demonstrations can take various forms, such as live presentations,
video recordings, simulations, or physical displays, depending on the context and subject
matter.
The skill of demonstration in education goes beyond simply showcasing content; it involves
careful planning, clear communication, and thoughtful execution to ensure that learners grasp
the intended message. Here are some key points to consider when utilizing the skill of
demonstration in education:
1.Clarity: Demonstrations should be well-structured and organized, with a clear objective and
step-by-step progression. The educator needs to articulate the purpose of the demonstration and
highlight the key points or stages involved.
2. Engagement: Demonstrations capture learners' attention and engage multiple senses, making
the learning experience more dynamic and memorable. Visual and hands-on experiences tend
to be more engaging than passive lectures.
3. Relevance: Demonstrations should be relevant to the learners' current curriculum or learning
objectives. They help bridge the gap between theoretical knowledge and real-world application,
making the subject matter more tangible.
4. Variety: Utilize a variety of demonstration techniques to cater to different learning styles.
This could include live demonstrations, videos, interactive simulations, or even guest speakers
who can showcase practical applications of the subject matter.
5. Interaction: Whenever possible, involve the learners in the demonstration process. This could
mean inviting them to participate, ask questions, or even perform parts of the demonstration
themselves. Interaction enhances engagement and reinforces understanding.
6. Feedback: Encourage learners to provide feedback during or after the demonstration. This
can help gauge their comprehension and identify any areas that require further clarification.

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7. Real-World Context: Relate the demonstration to real-world scenarios, showcasing how the
knowledge or skill being demonstrated is applicable in everyday life or specific professional
settings.
8. Safety: In practical demonstrations, prioritize safety measures. Ensure that learners
understand any potential risks and precautions involved, and create a safe environment for
experimentation.
9. Reflection: Conclude the demonstration with a discussion or reflection session. Encourage
learners to share their thoughts, observations, and insights gained from the demonstration.
10. Consistency: Incorporate demonstrations regularly into the teaching approach to reinforce
learning. Repetition and consistent exposure to the concepts being demonstrated can enhance
retention and mastery.
Incorporating the skill of demonstration into education can create a richer and more engaging
learning environment. It helps learners move beyond passive consumption of information and
encourages them to actively participate, experiment, and apply their knowledge in practical
contexts.
Presenting a Demonstration:
The nature of a demonstration is such that ordinarily few pupils have opportunities to
participate actively. Participation must be mental. Thus the science teacher is faced with
problems very different from those encountered in laboratory work.
1. Establishing the purpose of a demonstration
recognition of the purpose of a demonstration is essential for maximum participation on the
part of the pupils. in so far as possible the purposes of a demonstration should be kept simple
so that they may be given in short, direct statements. the statements are at all complex, they
should be written on the blackboard.
Sometimes a verbal statement of purpose by the teacher is adequate if the demonstration deals
with a situation of special interest to the students.
Example: The teacher setup a mechanical smoker for his biology class to draw the smoke from
a burning cigarette through filters to extract the tars.
“Today I am going to show you what is in cigarette smoke” - he announced. He described the
action of the Apparatus and procedure immediately with the demonstration.

2. Acquainting students with materials and procedures.

much has been said about the need for making demonstration materials visible. equally
important Is there need for helping students recognise the materials being used and the function
that each item place in the demonstration.
Example: the first two items the teacher bro from a box where a spark plug and hot short
battery, both of which the peoples identified. two peoples connected the plug to the battery
without producing a spark.

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 the third item was Park coil which the teacher identified two other students connected this to
the plug and battery following a circuit diagram the teacher do on the board this time a spark
was produced.
The fourth item was a friction top metal can in which a phone had been made to hold the spark
plug. students succeeded in producing a spark inside the can.
The fifth item was a bottle of gasoline, a few drops of which the teacher used in blowing the
lead from the can.
During this demonstration the teacher made no assumptions about the understanding of her
students. she made sure that each item was identified and its purpose made clear.
3. Pacing a demonstration:
The audience must not be forgotten during a demonstration. Facial expressions, obvious in
attention, questions, laughter, and exclamations- all these are helpful clues in judging the
effectiveness of a presentation.
A teacher should remember that it is difficult for young people to sit quietly for any great
length of time. She should provide opportunities for relaxation. suspense is a useful device
for holding attention.
4. Insuring understanding of events
Things or apt to happen so rapidly in demonstrations that a student misses some important
points. He may have had a momentary lapse of attention, his vision may have been blocked
at critical moment, or an exclamation may have done out and essential word. If he dislikes
calling attention to his failures he may say nothing and thus fail to grasp the significance of the
demonstration.
A teacher should utilise all possible techniques to help peoples keep our abreast of
events. One such technique is to ask people to describe what he saw and then, without
signifying approval or disapproval, to ask another student if he made the same observations. if
arguments result, it may be necessary to repeat all or part of the demonstration.
Students are not always sure of the procedures used even when a teacher has used ut most care
in describing them. Brief reviews may help these students to clarify their thinking. A review
may be broken into several parts with one student reiterating the purpose, another describing
the materials, and still another giving the procedures.
Summaries both oral and written, are essential. when demonstrations are made up of a
number of distinct phases, in interim summaries or desirable. Whenever possible, data should
be summarised in short or table form on the blackboard.
5. Working toward general objectives.
No matter how valuable the subject matter outcomes of a demonstration may be, equally
important are the physical and mental changes which have been brought about in the students
through their participation in the activity.

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A teacher can well afford to adopt” hands in pockets” attitude in all his teaching,
demonstrations included. Each time a teacher manipulates materials that students should
manipulate, each time he gives students and answer to a question that they could solve
themselves.
Example: The teacher set a carton on his demonstration table and took from it a box of baking
soda, a bottle of vinegar, a spoon, and a drinking glass . Has anyone done an experiment with
these four things- he asked”.
several hands went up.
All right, he said to one of the boys. “come up and show us what you have done”.
The teacher moved to the side wall out of the center of attention after the student had the
demonstrated the action of vinegar on baking soda. The teacher invited a student who had never
tried the experiment to come forward and carry out the same activity.

References:
1. Teaching of Physical science – Dr. Radha Mohan
2. Teaching Science in today’s Secondary Schools- Walter A. Thurber
3. https://harappa.education/harappa-diaries/demonstration-skill-in-micro-
teaching/#:~:text=The%20skill%20of%20demonstration%20requires,not%20to%20con
fuse%20the%20students.
4. https://gyanshalatips.in/skill-of-demonstration-in-science-micro-plan/
Quiz For Assesment:
1. What is the primary purpose of utilizing the skill of demonstration in education?
a) To memorize information
b) To showcase one's expertise
c) To enhance understanding and retention
d) To entertain students
2. Which of the following is an important aspect to consider when planning a
demonstration?
a) Making it as lengthy as possible
b) Incorporating complex technical terms
c) Engaging multiple senses
d) Avoiding any interaction with students
3. In a demonstration, what does the term "interaction" refer to?
a) Ignoring questions from students

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b) Encouraging students to participate and ask questions
c) Sticking strictly to a scripted presentation
d) Excluding any visual aids
4. What is the significance of incorporating real-world context into a demonstration?
a) It makes the demonstration longer
b) It adds unnecessary complexity
c) It helps students understand practical applications
d) It confuses students
5. Which of the following best describes the role of safety in a practical demonstration?
a) Ignoring safety measures for the sake of excitement
b) Prioritizing safety to ensure a controlled and secure environment
c) Minimizing safety precautions to save time
d) Relying solely on luck during the demonstration
6. What is the purpose of reflecting on a demonstration after it's completed?
a) To criticize the educator's presentation skills
b) To provide an opportunity for students to share their observations and insights
c) To highlight the mistakes made during the demonstration
d) To assign blame for any misunderstandings
7. How does the skill of demonstration differ from traditional lecturing?
a) Demonstrations don't require any preparation
b) Demonstrations are only suitable for visual learners
c) Demonstrations are more hands-on and engaging
d) Demonstrations are less effective for teaching complex topics
8. Which of the following is NOT a potential benefit of utilizing demonstrations in
education?
a) Enhancing understanding and retention
b) Encouraging active participation and engagement
c) Decreasing students' attention due to sensory overload
d) Bridging the gap between theory and practical application

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 9. What should educators do during a demonstration to ensure that students grasp the
intended message?
a) Rush through the steps to save time
b) Provide minimal explanation to keep students curious
c) Use clear communication and careful planning
d) Keep the demonstration a secret until the last moment
10. How can the skill of demonstration contribute to diverse learning styles?
a) By excluding any visual elements to avoid confusion
b) By using only one mode of communication (e.g., speaking)
c) By incorporating various formats that cater to different senses
d) By delivering the same content repeatedly for reinforcement

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 SKILL OF DEMONSTRATION - LESSON PLAN

Name of the Student-Teacher: Benisha M

Name of the skill: Skill of Demonstration
Standard: XI
Subject: Science - Physics
Topic: Co-efficient of viscosity of liquid by stroke’s law.
Duration: 7 minutes
Date:

OBJECTIVES

At the end of the class, the students will be able to

1. Describe the experiment to find the co-efficient of viscosity of liquid using strokeslaw.
2. Perform the experiment to find the co-efficient of viscosity of liquid using strokeslaw.
3. Handle apparatus used to find the co-efficient of viscosity of liquid using strokeslaw.
 EPISODE

TEACHING TECHNIQUE STUDENT

SPECIFICATIONS TEACHING AID
ACTIVITY

Good morning students Good morning ma’am

Predicts
Say you drop a small spherical ball into a glass The ball dropped into the glass
that is filled with water. And you drop another filled with water because the
ball of the same size and shape into a different viscosity of water is less than
glass filled with crude oil. Which ball will reach crude oil.
thn. e bottom of the glass first?

Very good. In today’s class we are going to AIM: To determine thecoefficient

learn to determine the coefficient ofviscosity of of viscosityof the given liquid by
the given liquidby measuring terminal velocity measuring terminal velocity of a
of a givenspherical body.- Purpose given spherical body
(teacher places all the apparatus required to
perform the experiment at the center of the
table)- Acquainting students with materials
and procedures.
To do this experiment we will be needing all
these apparatus,
⚫ A long cylindrical jar
⚫ Transparent viscousliquid (Glycerine)
⚫ Metre scale
⚫ Spherical ball
⚫ Stop clock
 Read from the board, the formula for Ƞ = 2r2g(δ -σ)/9V
Reads coefficient of viscosity (Ƞ) and Ƞ = 2r g(δ -σ)/9V
2
(Nsm2)
2)
specify the expansions of the terms? (Nsm
(Questions to gain attention) Where, Where,
η - Coefficient ofviscosity of liquid(N s η - Coefficient ofviscosity of
m2 ) liquid(N s m2)
r → radius of sphericalball ( m ) r → radius of sphericalball ( m )
δ → density of thesphere ( kg m3 ) δ → density of thesphere ( kg m3 )
σ → density of theliquid ( kg m3 ) σ → density of theliquid ( kg m3 )
g → acceleration due togravity (9.8 m s2 ) g → acceleration due togravity (9.8 m
V → mean terminalvelocity ( m s1) s2 )
Finds What is the entity we are yet to know We are unaware of thevalue of terminal V → mean terminalvelocity ( m s1)
out and how can it be found? velocity. It can be calculated using the
formula, V = V’ [1+(2.4 r/R)]
Well done. (teacher carefully fills the V = V’ [1+(2.4 r/R)] (m/s)
cylindrical jar withglycerine using a (m/s) V’ → velocity
funneland mark two points A & Bon V’ → velocity r → radius of the sphereR → radius of
the jar- ask the students to do the r → radius of the sphereR → radius of the the cylindrical jar
same- involving students) fill the jar cylindrical jar
carefully and mark two points A & B
well belowthe surface of the liquid so
that when the ball reaches A it would
have acquired terminal velocity (V).
note the distance between A &B.
 (Teacher takes a spherical ball and drops it
Predicts gently into the cylindrical jar) Record the time taken for the ball
Gently drop the spherical ball into the to travel from A to B.
cylindrical jar and start the stop watch when it
reaches the point A and stop the watch when it
reaches B. what do we haveto do next?
Correct. (teacher records the reading in the
tabular column- Ask students to do the same)
While recording all fourreadings in the tabular
column simultaneously calculate and record the
radius of the spherical ball by dividing the
diameter by 2.

After finishing the experimental part move on

to the calculation part.
⚫ Start by finding the velocity.
Then calculate the terminal velocity by
using the terminal velocity formula for
each ball separately.
⚫ Take mean value for terminal velocity.
Finally substitute all values in coefficient of
viscosity formula to obtain the result. Keenly
follow all the instructions that were provided
during this class to perform the experimentto
be able to determine the co-efficient of Thank you ma’am
viscosity of any given liquid.
 OBSERVATION SCHEDULE FOR THE SKILL OF DEMONSTRATION

Name of the student teacher:

Class: IX Name of the observer:
Topic: Date:

Time Duration: 5-7 MINUTES Teach/ Reteach -

Components Not at all Very much

The aid(s) chosen was/were adequate
and relevant to the topic 0 1 2 3 4 5 6

The aid(s) chosen was/were adequate to

the age level of the pupils 0 1 2 3 4 5 6
There is evidence that the demonstration
was tried out before class 0 1 2 3 4 5 6
The purpose of the demonstration was
made clear to the class 0 1 2 3 4 5 6
All aids were kept ready before the class
started, out of the view of the class but 0 1 2 3 4 5 6
within reach of the teacher
The demonstration was visible to all 0 1 2 3 4 5 6
The light was adequate 0 1 2 3 4 5 6
The objects used were introduced and 0 1 2 3 4 5 6
described when necessary
Teacher did not unnecessarily talk 0 1 2 3 4 5 6
during the demonstration
Pupils observation was guided
whereever needed 0 1 2 3 4 5 6
Important observations and data
wererecorded on the blackboard 0 1 2 3 4 5 6
Pupils were helped to infer from
data 0 1 2 3 4 5 6
Pupils were helped to participate
indoing the demonstration 0 1 2 3 4 5 6

Comments (if any):

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