Demonstration methods are usually those that some teachers use with students, either to develop students’ understanding, or demonstrate methods and approaches to other teachers.
Demonstration approach to teaching depends on the objective the teacher set for the learning.
Demonstration approach to teaching depends on the objective the teacher set for the learning.
Curiosity is the emotional itch that, try as you might, you simply cannot avoid scratching. Scientists are frequently driven by a powerful curiosity about the world, and being curious is a scientific attribute to be valued in its own right. In today’s assessment-driven classrooms, Ian Russell’s aphorism reminds us the value of longer-term outcomes:
Give people facts and you feed their minds for an hour. Awaken curiosity and they feed their own minds for a lifetime.
Demonstration methods are usually those that some teachers use with students, either to develop students’ understanding, or demonstrate methods and approaches to other teachers. I am assuming that it is the first of these that interests you but I shall be brief and to the point in case I am wrong.
To demonstrate something usually works best for teaching skills and showing how things “work”. It usually offers explanations (or sometimes exposition) alongside some practical visual experience that illustrates the lesson being taught. Having worked for a long time in education in the UK (and elsewhere) demonstration teaching has been modified and clarified and exemplified. In the UK repeated governments have tried to impose their own ideas about methods and this one is common and attractive because its relatively easy (I suspect) to teach this way and can be based on a neat set of rules that tells teachers exactly what to do. Its is also easy to assess. Teachers either do it correctly (i.e according to the recognised official method) or they are wrong. Teachers can then be demoted or promoted by unskilled observes with a sheet of tick boxes. It also means that students can be easily assessed because each algorithm for teaching has an acceptable outcome. This even goes as far, in the UK, as assessing students by the accuracy of the teacher.
If you are meaning something like this then I have no answer for you. I think its an abomination and is deeply offensive to teachers and students alike. It niether respects the teacher or the students and gives the whole teaching/learning process a mechanical production line quality which is niether use nor ornament for any one in society, especially learners. It is an attempt to bureaucratise teaching in order to cheapen the role of the teacher and make teachers and learners irrelevant and disposable.
If you feel I am being unfair then please write to me and let me know - I am happy to discuss opinions and ideas. If I have got the wrong end of the stick then please help me understand what you mean so I can provide a more relevant answer. If you want the ‘recipe’ for demonstration teaching I am sure there are many out there that would be glad to provide it but I am not one of them. Take care now.
By Ruth Sharpe.
Méthodes d'enseignement à la lumière de l'approche par compétences:
L'enseignement des compétences dépend d'une approche systématique, qui fait de l'apprenant le centre du processus d'apprentissage, contribue à la construction de certaines compétences et investit dans les situations problématiques rencontrées, et pour que l'enseignant puisse construire des programmes et contrôler les concepts contenus dans le curriculum. (Efficacité, contenu, capacité, indice, objectif ...).
Some of the effective pedagogy methods that the teacher advised to adopt during teaching according to the new approach - competencies - the method of problem solving, and the pedagogy of the project
Practical Offers Method:
It is an illustrative way to display a scientific fact by using appropriate means.
Is all that the teacher uses of experiments, methods and models in teaching science and presents them to students. (Called modeling) because the learner observes models of what he intended to learn and trying to emulate
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