![]() ![]() I kept them focused on what was happening by asking questions such as: I cooked the spinach and the students watched intently as it changed. The students contributed their knowledge based on their experience at home. Mrs Rawool Who has eaten cooked spinach? What happens when it is cooked? I put the spinach into a bowl and students answered the question. What is spinach like before it is cooked? Mrs Rawool While the rice cooks, we will look at the spinach. They laughed and made faces, suggesting that this was a silly idea. Mrs Rawool Who likes to eat rice before it is cooked? Mrs Rawool Hands up if you like eating rice. Student Because my mother cooks rice at home. ( I put rice into boiling water.) What do you think will happen? Let’s see what happens as the rice boils. Mrs Rawool Is it white like this? ( I pointed to a white object.) I encouraged the students to consider colour, shape and texture and used questions to get them to look at the food more closely. The students gave descriptive words and I put the words on the blackboard. Mrs Rawool What is the rice like before it is cooked? They gave some different words to describe them that I wrote on the blackboard. I also let the two students who are visually impaired feel the foods. During the demonstration of the cooking, I asked the students questions to keep them focused and interested. I wrote the words they used on the blackboard. First, I got the students to look at the foods before they were cooked and asked them to describe them. I included a demonstration of cooking different foods – for example, rice, spinach, roti and vegetables – to get them interested and observe more closely. In this case study, Mrs Rawool teaches a class of young children about the changes that happen when food is cooked. Younger children might be introduced to food in the context of the home. It is relatively easy to make teaching the topic of food relevant to students’ experience and future lives. It is something that is part of their everyday lives and an important part of their cultural heritage. The purpose will affect how you plan and carry out the demonstration.įood is a topic that interests children. to help students articulate and explore their existing ideas.Īll of these are important and a single demonstration may achieve more than one.to motivate and stimulate, arousing students’ curiosity prior to teaching.to illustrate a phenomenon, concept, law, theory or process.These can be categorised into three broad types: Part of the answer is making sure that you are clear about the purpose of the demonstration and know what you want it to achieve.ĭemonstrations have a number of possible purposes. The question is, then, how can you as the teacher maximise students’ participation, support their learning and capture their interest? However, it may mean that students are less actively involved, do not learn a great deal and get bored. ![]() Not all processes and phenomena lend themselves to classroom demonstration some may be too complicated or lengthy to be practical in the classroom environment.įor your students, demonstration has the potential advantage of being ‘better, more visible, clearer and with more impact than a class experiment’ (Wellington and Ireson, 2012, p. You need to justify that decision in terms of your students’ learning, rather than on what is easiest for you as the teacher. As a teacher, you have to use your professional judgment to decide when a demonstration is appropriate. For example, with large numbers of students, the time, space and resources required may not be available. There are other good reasons why students cannot do the practical work themselves. For example, when teaching about food, a demonstration could develop students’ observations on how food changes when it is cooked. You can use demonstrations to support your explanations and scaffold your students’ understanding. What do you think are the advantages of each for the students?Ī demonstration provides a shared experience that allows you to focus your students on particular aspects that they might otherwise miss. Think about the class practical work and demonstrations that you have done or do.What reasons might you have for choosing a demonstration rather than letting students do their own practical work?. ![]()
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