If you are working with a student who is visually impaired, you may rinse the roots and allow them to feel the roots of a freshly propagated cutting versus their two-week-old propagation. It is important to have universally accessible learning opportunities. Bandura, A. Social cognitive theory: an agentic perspective. Asian Journal of Social Psychology , 2, 21— Hartmann, H. Kester, F. Plant Propagation Principles and Practices 8th Edition. Prentice Hall.
Leopold, L. Prewriting tasks for auditory, visual, and kinesthetic learners. Roberts, T. Facilitating meaningful learning experiences [Video]. Smith, M. The teaching demonstration: What faculty expect and how to prepare for this aspect of the job interview.
DOI: doi. Home Experts Topics. Introduction In a learning environment, it is important to provide instruction to each type of learner. How to Conduct a Demonstration When conducting a demonstration, there are certain considerations the instructor must take into account. Table 1. Five steps to teaching with demonstrations. Prepare The instructor should gather materials for the demonstration and prepare the room or area for the demonstration to take place. Tell The instructor should tell the learners the importance of the demonstration and explain each step of the process to complete the task.
Show The instructor should demonstrate to the learners each step of the process to successfully and safely complete the task. Do The learners are given the opportunity to complete the task, or steps in the task, on their own. Review The instructor provides the opportunity for the learners to review the steps involved in the task.
Figure 1. Figure 2. Figure 3. Sustaining their interest is important and requires you to ask questions and adopt other strategies to keep them focused. Managing the classroom during demonstration is also important to ensure that no student, including those sitting at the back, is excluded from the learning process. It is clearly very worthwhile incorporating them into your teaching repertoire. Teachers question their students all the time; questions mean that teachers can help their students to learn, and learn more.
On average, a teacher spends one-third of their time questioning students Hastings, Of the questions posed, 60 per cent recalled facts and 20 per cent were procedural Hattie, , with most answers being either right or wrong. But does simply asking questions that are either right or wrong promote learning? There are many different types of questions that students can be asked. The responses and outcomes that the teacher wants dictates the type of question that the teacher should utilise.
Teachers generally ask students questions in order to:. Questioning is generally used to find out what students know, so it is important in assessing their progress. They can be divided into two broad categories:. Open-ended questions encourage students to think beyond textbook-based, literal answers, thus eliciting a range of responses. Many teachers allow less than one second before requiring a response to a question and therefore often answer the question themselves or rephrase the question Hastings, The students only have time to react — they do not have time to think!
If you wait for a few seconds before expecting answers, the students will have time to think. By waiting after posing a question, there is an increase in:. The more positively you receive all answers that are given, the more students will continue to think and try. There are many ways to ensure that wrong answers and misconceptions are corrected, and if one student has the wrong idea, you can be sure that many more have as well. You could try the following:.
Value all responses by listening carefully and asking the student to explain further. If you ask for further explanation for all answers, right or wrong, students will often correct any mistakes for themselves, you will develop a thinking classroom and you will really know what learning your students have done and how to proceed.
If wrong answers result in humiliation or punishment, then your students will stop trying for fear of further embarrassment or ridicule. Right answers should be rewarded with follow-up questions that extend the knowledge and provide students with an opportunity to engage with the teacher.
You can do this by asking for:. Helping students to think more deeply about and therefore improve the quality of their answer is a crucial part of your role.
The following skills will help students achieve more:. As a teacher, you need to ask questions that inspire and challenge if you are to generate interesting and inventive answers from your students. You need to give them time to think and you will be amazed how much your students know and how well you can help them progress their learning.
Remember, questioning is not about what the teacher knows, but about what the students know. It is important to remember that you should never answer your own questions! After all, if the students know you will give them the answers after a few seconds of silence, what is their incentive to answer? General aim: The students will be able to understand that the presence of starch in food can be tested. Equipment and materials: A test tube rack with clean test tubes, a dropper, food items of various types, tincture iodine and water.
Good lessons have to be planned. Planning helps to make your lessons clear and well-timed, meaning that students can be active and interested.
Working on a plan for a series of lessons involves knowing the students and their prior learning, what it means to progress through the curriculum, and finding the best resources and activities to help students learn.
Planning is a continual process to help you prepare both individual lessons as well as series of lessons, each one building on the last.
The stages of lesson planning are:. When you are following a curriculum, the first part of planning is working out how best to break up subjects and topics in the curriculum into sections or chunks. You need to consider the time available as well as ways for students to make progress and build up skills and knowledge gradually.
Your experience or discussions with colleagues may tell you that one topic will take up four lessons, but another topic will only take two. You may be aware that you will want to return to that learning in different ways and at different times in future lessons, when other topics are covered or the subject is extended. You will want to make learning active and interesting so that students feel comfortable and curious.
Consider what the students will be asked to do across the series of lessons so that you build in variety and interest, but also flexibility. Be prepared to be flexible if some areas take longer or are grasped quickly. After you have planned the series of lessons, each individual lesson will have to be planned based on the progress that students have made up to that point.
You know what the students should have learnt or should be able to do at the end of the series of lessons, but you may have needed to re-cap something unexpected or move on more quickly. Therefore each individual lesson must be planned so that all your students make progress and feel successful and included.
Within the lesson plan you should make sure that there is enough time for each of the activities and that any resources are ready, such as those for practical work or active groupwork. As part of planning materials for large classes you may need to plan different questions and activities for different groups.
When you are teaching new topics, you may need to make time to practise and talk through the ideas with other teachers so that you are confident. At the start of a lesson, explain to the students what they will learn and do, so that everyone knows what is expected of them. Get the students interested in what they are about to learn by allowing them to share what they know already. Outline the content based on what students already know.
You may decide to use local resources, new information or active methods including groupwork or problem solving. Identify the resources to use and the way that you will make use of your classroom space.
Using a variety of activities, resources, and timings is an important part of lesson planning. If you use various methods and activities, you will reach more students, because they will learn in different ways. Always allow time either during or at the end of the lesson to find out how much progress has been made. Checking does not always mean a test. A good way to end the lesson can be to return to the goals at the start and allowing time for the students to tell each other and you about their progress with that learning.
Listening to the students will make sure you know what to plan for the next lesson. Look back over each lesson and keep a record of what you did, what your students learnt, what resources were used and how well it went so that you can make improvements or adjustments to your plans for subsequent lessons. For example, you may decide to:.
Your lesson plans will inevitably change as you go through each lesson, because you cannot predict everything that will happen. Every effort has been made to contact copyright owners.
If any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity. Video including video stills : thanks are extended to the teacher educators, headteachers, teachers and students across India who worked with The Open University in the productions.
Printable page generated Thursday, 11 Nov , Use 'Print preview' to check the number of pages and printer settings. Print functionality varies between browsers. Printable page generated Thursday, 11 Nov , TI-AIE: Using demonstration: food What this unit is about Teacher demonstration involves showing your students an experiment, process or phenomenon.
What you can learn in this unit To use demonstration for different purposes, for example, when teaching about food. To identify issues when managing demonstrations. To plan more effective demonstrations that engage students and support their learning. Why this approach is important When you are learning something new, such as cooking a dish or operating a machine, it can be helpful to watch someone demonstrating how to do the same task. Pause for thought Think of the demonstrations you do or have done when teaching.
Pause for thought What reasons might you have for choosing a demonstration rather than letting students do their own practical work?
Think about the class practical work and demonstrations that you have done or do. What do you think are the advantages of each for the students? Case Study 1: Cooking food Food is a topic that interests children. This is an excerpt from my lesson: Mrs Rawool What is the rice like before it is cooked? For example: Mrs Rawool What colour is it? Student White.
Mrs Rawool Is it white like this? I pointed to a white object. Student It will get whiter. Mrs Rawool How do you know? Student Because my mother cooks rice at home. Mrs Rawool Hands up if you like eating rice. Physical indicators include making eye contact, nodding your head from time to time, and leaning into the conversation. A demonstration lesson is simply a planned lesson for a group of students.
It is most effective to observe a candidate teach a lesson to students and not to the members of the Selection Team. This section of the toolkit provides an overview of the process and procedures for conducting demonstration lessons. In a few sentences, cover the most important things that others need to know about you. Begin typing your search term above and press enter to search. Press ESC to cancel. Skip to content Home Philosophy What are the advantages of demonstration method?
Ben Davis December 14, If you are in a country like India you probably would face such kind of situation in most public schools. In my opinion, you can prepare your teaching aids and other props and demonstrate on your own maybe you can take the help of one-two interested students.
One of the main problems of involving students in a class of this strength is maintaining discipline in the class. Home B. Demonstration method as teaching strategy : B.
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