2.4 Definition of Demonstration Technique
Miller and Stoeckel (2010:298) define demonstration technique is performing a practical activity in order to teach skill. Demonstration can be done in person or by video. It is useful for cognitive and psychomotor learning. Further, Barry and King (1990:120) state that major purpose of demonstration technique is to promote the acquisition of new skills/content/behavior through observation and imitation. They add that demonstration technique is commonly used in all skills area including in reading comprehension. It can be applied to all subjects’ area and levels with some adjustment. Kahler et al (1985:139) states, demonstration is most appropriate technique in teaching manipulative or operative technique, in developing understanding, in showing how to carry out new practice. In terms of reading procedure text it is appropriate technique because as stated above that demonstration technique can develop understanding through the steps of doing something.
2.5 The Advantages and the Disadvantages of Demonstration Technique
There are numerous media and methods that can be used for teaching, but none of them is the perfect one. The media and techniques used surely give positive and negative impacts. In this section, it will explain the advantages and the disadvantages of applying demonstration method in language teaching.
2.5.1 The Advantages of Demonstration Technique
Here are the advantages of demonstartion technique as noted by some language experts:
1. The use of demonstration technique can make the process and procedure taught clearer because when the teacher conducting demonstration the students can see directly the teacher’s activity. As the result, the students can learn better when t...
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... is necessary for the teacher to practice the procedure being demonstrated several times in order to be successful in the class.
2. The teacher must ensure that all the required equipment is available and in working order. If the teacher lost one of the equipment or materials it will affect the demonstration process.
3. Ensure that all the audience or the students can see the demonstration. The aim of demonstration is to develop student understanding so students must clearly see the demonstration.
From the guidelines above, it can be concluded that the teacher should consider some aspects in order to make the demonstration runs effectively. The most essential is the students must see and hear the process clearly to make them follow the explanation well. After the demonstration process hopefully the students can increase their understanding on reading procedure text.
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
Doing that involves an increasing mastery of skills, knowledge, and ideas." (Robinson, p. 119) The mentioned idea can be used to motivate students to participate in the learning process. The same way young children learn playing with others, the older child can do it experimenting and prove their theories. As a teacher is easy to noticed the difference between a lesson that is pure theory, and the lesson that incorporates creative factors. Students present a better behavior during the lesson, participate, interact, formulate questions and get the answers working together without
In my Teaching Professions with Field Experience class, we were to create two lesson plans throughout the semester; one that involved the use of technology and the other without. The rules that went along with the lesson plans were as follows: the speaker is supposed to act out the lesson that they have prepared and their classmates were supposed to act accordingly to what grade level the lesson pertained to. Lastly, during the presentations, the students were to write three good qualities the speaker or the presentation had. In addition, they had to write one wish which was something a student thinks would make the lesson better. For the first project lesson I constructed, I incorporated the use of technology to discuss the identification and use of monochromatic colors for the sixth grade level.
Lesson clarity refers to how clear and precise a teacher’s presentation is to the class (Borich, 2010). The objectives were clearly outlined at the commencement of each class. Gagne stated that among one of the first thing a teacher should do, is to inform the learners of the objectives of the lesson, since it creates an optimal internal processing of information that goes on during the learning process (Hannum, 2015). During the one day observation, the instructor used adequate advance organizer in the form of demonstrating/illustrating how to round off numbers. Similarly, in my role as a teacher I demonstrated/illustrated addition and subtraction of directed number to explain the procedure to the students which added to the clarity of the lesson. The content of both lessons was appropriately sequenced from simple to complex. The skills that I have garnered from the first year of teachers’ college, regarding blooms taxonomy, stated that students must first recall and have a deep understanding of the concept before being asked to convert (apply) abstract content to concrete situations. During my role as the teacher, the students were made to recall and comprehend the procedure relating to adding and subtracting directed numbers and shown sufficient examples, before being asked to perform any calculation of the sort. A similar stance was embarked on during the one day observation. According to Vanderbeit University (2015)
In the earlier stages, it is especially important to keep things simple and short. You want to give a presentation and an explanation at the same time. For example, if you are teaching how to build a paper plane, you should explain the building process while simultaneously showing how it’s done.
Talking about the concept of “teaching” leading us unconsciously to talk about the concept of “ learning” and vice versa. In general, learning and teaching associated with each other. The high achievements of one of these cognitive operations means the success to another. On the other hand, the failure of one of them implies the fall of the other one. Successful and effective teacher, who concentrate on two essential matters. First, teachers should learn about the principles of learning and teaching to know how to teach. However, One of the most substantial affairs is learning styles and strategies.
My literacy lesson was created for a first grade class. The standard for this lesson was RL.1.4 - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. This lesson was all about learning to use illustrations and words and phrases from a text to be able to identify different feelings within a story. The book My Rotten Red Headed Older Brother by Patricia Polacco was used to guide the lesson. The main activity involved students matching illustrations from the story to different words that describe feelings such as happy, cheerful, mad, angry, silly, goofy etc.
Teaching Methods can be categorised in to basically two groups which are Teacher Centred and Learner Centred methods, and can take the form of Experiential, Trainer Guided, Cooperative, Interactive Instruction and independent study. However in this task three will be discussed which are Experiential Learning, Cooperative and Trainer Guided Methods in terms of key elements, classroom arrangements, roles, rules as well as considering the pros and cons of each method. COOPERATIVE LEARNING
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
I realize that not all students learn at the same rate or the same mode so I will vary my teaching techniques so that all my students can learn. It is crucial to not leave students behind or learn...
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
Furthermore, teachers need proper training and the preparation because if a teacher knows the material very well and gives the students a well-written lesson plan, then the students could know about what is being taught to them. For example, the students could notice about what their main focus is on the subject. Furthermore, when a teacher hands out a handout; then it gets very easy to follow during instructional time in the classroom. Therefore, that is when knowledge of learning and
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.