In micro-teaching which is generally practiced in B.Ed. colleges, the skill of demonstration is also practiced. Basically, there are 10 major skills of micro-teaching which are practiced in teacher training institutions. But here in this post, you will get the explanation, importance, and application of the skill of demonstration in micro-teaching. This will help you to improve your micro-teaching even better.
Application and Meaning of The Skill of Demonstration in Micro-Teaching
The demonstration is an easier process for proper concept formation because it makes the subject matter concrete with real-life situations. The demonstration in teaching makes learning simpler and meaningful as it helps the teacher to link learning with the real-life situations of the learner. Hence the skill of demonstration is one of the major skills of micro-teaching.
A Demonstration is an activity and process of explaining and describing the concept, idea, principle, law, teaching point, etc with the help of showing specimens or devices or experiments in the teaching-learning process. Demonstration creates a lively situation by using real things among the students.
Teachers use this method for more clarification of theoretical knowledge. The students observe the demonstration critically and try to draw inferences, thus the powers of observation and reasoning also exercise.
How to use the Components of the Skills of Demonstration?
The components of the Demonstration skill are as follows-
- Relevant to Topic, Concept, Idea, and Teaching Point
- Creation of Appropriate Situation
- Adequacy of Manipulative Skills
- Pupils Involvement
To use these components in micro-teaching as well as in your micro lesson plan, you have to understand all of these properly. Every component has its own importance, so you have to include all of them to make your teaching and lesson plan perfect. So, here is the explanation of each component of the demonstration skill.
Relevant to Topic, Concept, Idea, and Teaching Point:
For proper understanding and for teaching effectiveness, the demonstration should be relevant to the topic, concept, idea, principle, and teaching point proposed to be taught. For conducting the demonstration the teacher should select relevant and appropriate devices or specimens. Otherwise, unrelated devices or specimens (which are not related to the topic, concept, idea, and teaching point) distract the attention of the learner and make teaching ineffective.
Creation of Appropriate Situation:
In order to create curiosity in demonstration among students creation of an appropriate situation is necessary. The appropriate physical situation with proper aids, instruments, diagrams, gestures, movements, etc should be created to convey the idea. Therefore, sequentially showing the learning material is always better than demonstrating all the materials together. For effective teaching effective environment is essential for demonstration.
Adequacy of Manipulative Skills:
In order to make the demonstration effect, the teacher should have proper manipulative skills such as proper handling of apparatus, instruments, equipment, etc in experimenting. The teacher should have adequate manipulative skills. Inadequate demonstrative skills would certainly result in creating distrust in the minds of the learners about the teacher’s competency in demonstrating materials. So, the teacher should acquire manipulative skills related to the demonstrating materials before the demonstration.
Here appropriateness implies that the concept, idea, and teaching point should be suitable to the age, class, and abilities of the learners. It must form an equilibrium stage where objectives of demonstration should always reflect the objective of the subject matter. If the teacher demonstrates a complex experiment in the lower class and demonstrates an easy experiment and showing a very simple chart in the higher class then it is not appropriate.
The teacher’s involvement in the demonstration should be followed by the pupil’s active participation in the demonstration. One main objective of demonstration for conducting experiments in the classroom is to provide an opportunity for learning by doing. One way to facilitate pupil’s involvement in the demonstration is by putting relevant questions to them. In some demonstrations (like showing charts and maps) there is no such opportunity for involving students to learn by doing activities. In such cases, the teacher should involve students to identify different places and positions in maps and charts.
With the help of the learners, the teacher should consolidate the main points in terms of rules, principles, laws, theory, etc. In the demonstration, the teacher tries to consolidate the learning into a real picture before students by asking various why and how type questions step-wise. To clear the real picture the teacher should write the main points on the blackboard accordingly. As soon as the demonstration comes to an end and the teacher should write the generalization point on the blackboard.
For demonstration, the teacher should follow the Learner- Centric approach (Heuristic approach). The teacher should involve the students as a minute observer from the beginning of the demonstration. Because, it gives the individual learner a chance to involve cognitively in the demonstration and take responsibility for his progress with the freedom to start, stop and pace himself at will.