The document discusses the topic of demonstrations in teaching. It defines a demonstration as a method of teaching that combines exhibition and explanation to illustrate a procedure or experiment. It lists the objectives of a demonstration such as defining demonstration, describing the stages of demonstration, and understanding the role of the demonstrator. The document outlines the uses, characteristics, types, advantages and disadvantages of demonstrations. It provides details on the stages of a demonstration and the dos and don'ts for the demonstrator. The conclusion summarizes the key points covered.

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2. DEMONSTRATION
PRESENTED BY:-
MS. ANN JOSEPH
M.Sc. NURSING I
YEAR
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3. OBJECTIVES
• Define demonstration.
• Enlist the uses of demonstration
• Describe the stages of demonstration
• Enumerate the do’s of demonstration
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4. Cont.
• Explain the characteristics of demonstration
• Identify the types of demonstration
• Discuss the advantages and disadvantages of
demonstration
• Understand the role of demonstrator.
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5. WHAT IS DEMONSTRATION ?
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6. DEFINITION
• Demonstration is a method of teaching by
exhibition and explanation combined to
illustrate a procedure or experiment.
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7. USES
• To demonstrate experiment and use of experimental
equipment in the laboratory.
• To demonstrate a procedure in class.
• To teach a patient any procedure.
• To demonstrate procedure at bedside.
• To demonstrate different approaches in establishing
rapport with patient.
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8. STAGES
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9. DO’S OF DEMONSTRATION
• Prepare beforehand.
• Place the pieces of equipment high enough for
everybody to observe.
• Stress on main idea.
• Proceed smoothly without interruption.
• Do not drag a demonstration.
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10. CONT.
• Ask questions regarding what they have
observed.
• Summarize main point.
• Have friendly and warm behaviour.
• Allow students to perform.
• Perform in a place where everyone can see it.
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14. ADVANTAGES
• Helps for the development of psychomotor
skills.
• Students are more interested and it bring
about correlation between theory and
practice.
• The materials can be retained.
• Explanation helps the student to understand
well.
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15. CONT.
• It develops observation skills.
• Return demonstration helps in evaluation.
• It gives more attention.
• It adds up critical thinking.
• It demands adequate preparation from the
side of the evaluator.
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16. DISADVANTAGE
• It is teacher centred approach.
• It is not beneficial in large group.
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17. ROLE OF DEMONSTRATOR
• BEFORE THE PROCEDURE:
Should have clear understanding.
Formulate behavioural objectives for the
particular session.
Perform a skill analysis of self and students.
Possess mastery over subject.
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18. CONT.
Break the process into sequential steps.
Have all material in place.
Check the operation of all equipment before
demonstration.
Assess the entry behaviour of the students
and determine the prerequisites.
Give an overview of the procedure to the
students before demonstrating.
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19. CONT.
• DURING THE PROCEDURE
Conduct the procedure at normal pace.
Make sure everyone can see the procedure.
Proceed in a step by step manner.
Motivate them.
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20. CONT.
Ensure that a particular step is clear to learner
before proceeding to the next.
Communicate clearly and directly.
Avoid use of negative example or variation in
technique.
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21. CONT.
• AFTER THE PROCEDURE
Get feedback from all learners.
Arrange for return demonstration.
Provide immediate supervised practice, with
adequate time allowance.
Provide verbal, rather than physical guidance.
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22. CONT.
Motivation and encouragement is needed.
Replace the entire article.
Ensure whether learning objectives are
attained or not.
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23. Demonstration
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24. RESEARCH
The effectiveness of teacher’s use of
demonstration for enhancing student’s
understanding of and attitudes to learning the
oxidation – reduction concept.
• Ahmad Basher, Muhamad Hygerat , Naji
Kortam, Avi Hofstein.
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25. • A study was done to explore whether the use
of teacher’s demonstration significantly
improves student’s understanding of redox
reaction compared with control group
counterparts who were not exposed to
demonstration.
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26. • Material and method: Sample consisted of
131, 8th graders and their attitude and
achievement were assessed using
questionnaire.
• Results: The findings showed that the
experimental group’s achievement and
understanding of the subject were statistically
significantly better than those of their control
group counterparts.
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27. SUMMARY
• Define demonstration?
• Enlist the uses of demonstration?
• Describe the stages of demonstration?
• Enumerate the do’s of demonstration?
• Explain the characteristics of demonstration?
• Identify the types of demonstration?
• Discuss the advantages and disadvantages of
demonstration?
• Understand the role of demonstrator?
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28. DOUBTS???
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Reference:
• Neeraja K.P. Textbook of nursing education, jaypee brothers publication; 2007
• Sudha R. Nursing education principles and concepts, jaypee brothers publication:2013
• Sharma Suresh. Textbook of communication and educational technology. Elsevier
publication.
• Basvanthappa BT. Textbook of nursing education. Jaypee medical publishers. 2 edition.
Internet:
• Cooper S. Methods of Teaching - Revisited The Demonstration. The Journal of Continuing
Education in Nursing [Internet]. 1982 [cited 7 December 2018];13(3):44-45. Available from:
https://doi.org/10.3928/0022-0124-19820501-10
• Melby V, Canning A, Coates V, Forster A, Gallagher A, McCartney A et al. The role of
demonstrations in the learning of nursing psychomotor skills. NT Research [Internet]. 1997
[cited 7 December 2018];2(3):199-207. Available from:
https://doi.org/10.1177/174498719700200308
• Basher A, hugerath M, kortham N. The effectiveness of teacher’s use of demonstrations for
enhancing student’s understanding of and attitudes to learning the oxidation – reduction
concept. [Internet]. Ejmsete.com.2018. available from: http;//www.ejmste.com.DOI:
http;//doi.org/10.129731eurasia.2017.006329

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