Demonstration Method

                                    The Department of Agricultural Education  
                                                    The University of Arizona

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STEPS IN GIVING A DEMONSTRATION

1. INSTRUCTOR DOES AND TELLS 
2. INSTRUCTOR DOES -- STUDENT TELLS 
                                OR 
STUDENT DOES -- INSTRUCTOR TELLS 
                                OR 
STUDENT DOES AND TELLS 
3. STUDENTS PRACTICE UNDER SUPERVISION 
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ESSENTIALS OF A DEMONSTRATION

  DEMONSTRATOR:

 JOB:

1  Is the problem a real job in its natural setting? 
2. Does the demonstrator have the steps of the procedure well in mind? 
3. Is the demonstrator skilled in required techniques? 
4. Does teacher have the correct kind of tools? 
5. Are materials conveniently located? 
6. Were learners properly prepared and motivated? 
7. In each step as the demonstration proceeds--- 
    a. Does teacher speak slowly and clearly? 
    b. Does the instructor ask or tell why to do this step this (different) way?        
    c. Does teacher ask questions of judgment within the experience of the class? 
    d. Does teacher tell, show, illustrate, and question? 
    e. Does teacher stress safety and other key points?
    f. Are questions asked that will stimulate thinking towards improvement or progress? 
8. Are observers seated so that they are able to see and hear? (Seated in semi-circle about the demonstrator, if possible.) 
9. Does teacher stay on the subject or job? (Should not stray from the problem to a lecture when demonstration is finished.) 
10. Is teacher correctly dressed for the job? 
11. Is the job one that the learner is physically able to do? 
12. Are students given an opportunity to ask questions after the demonstration? 
13. Does the instructor maintain acceptable standards in doing the job? 

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How to Conduct Demonstrations

1. Plan demonstrations of the correct length to do the job. 
2. Have materials, tools, Job Operation Sheets, and other required items at hand and properly arranged.
3. Explain objectives of the demonstration and develop interest. 
4. Tell students the important points to look for in the demonstration.
5.  Explain new terms and parts.
 6. Supplement the demonstration with visual aids whenever possible.
7.  Make sure that students can see and hear clearly.
8.  Face and talk to the students.
9.  Form connections with previous and future lessons if possible.
10.  Perform operations at correct pace for clear understanding.
11.  Perform all operations skillfully and in proper sequence.
12. Refrain from holding up the progress of the whole group for a few who may not understand. 
13. Ask questions during demonstrations to check: understanding. 
14. Encourage students to ask: questions during the demonstration if it does not interfere with the sequence of the demonstration. 
15.  Stress safety rules and precautions.
16. Select students to aid with demonstrations when feasible.
17.  Summarize key points of the demonstration.
18.  Provide for student application immediately after the demonstration whenever possible.
19.  Check the performance of each student after the demonstration.
20.  Disseminate Job Operation Sheets at appropriate time.

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DEMONSTRATION EVALUATION FORM

 Date                                        Student:       

Title of: Demonstration:

Time Started:                      Time Finished:                        Time Used: 

CRITERIA

EXCELLENT 

           5

VERY GOOD 4   

GOOD

      3

FAIR

     2

 

POOR

     1

 NONE

      0

State the problem and identify importance of skills

 

 

 

 

 

 

Obtain interest of students

 

 

 

 

 

 

All necessary materials ready

 

 

 

 

 

 

Use questions to draw upon informational lesson

 

 

 

 

 

 

Know the lesson

 

 

 

 

 

 

Stress the key points

 

 

 

 

 

 

Performed Skillfully

 

 

 

 

 

 

Apply the 3 step demonstration function

 

 

 

 

 

 

Stress Safety

 

 

 

 

 

 

Time required

 

 

 

 

 

 

SCORE

 

 

 

 

 

 

Circle one of the following where applicable:

1.  Setting-         Excellent         Very Good       Good          Fair            Poor   
2.  Voice-           Excellent         Very Good       Good          Fair            Poor
3.  Correct Use
 of English-       Excellent           Very Good       Good          Fair           Poor

 COMMENTS:

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PERFORMANCE SKILL 
Unit: Construction & Fabrication With Wood

Job No. 2: Making Square Cuts With Portable Electric Saw

JOB

Tools:                                                             Materials: 
Portable electric saw                                     One length, 2" x 4” standard
combination square                                       Douglas Fir or Hemlock
Marking pencil                                                Reference : 
Sawhorse                                                       Construction and Fabrication 
"C" Clamp                                                      pp. 52-55 

                Steps                                                 Key Points .                                         Preparation for Sawing

1. Clamp 2 x 4 to sawhorse                         (a) Extend piece over end of with         "C" clamp.                                                             sawhorse. 

2. Mark a series of lines exactly                     (a) Use combination square 
1/2 inch apart across end of board.

3. Check shoe of saw for squareness             (a) Use framing or combination with blade.                                                                     square. 
                                                                             (b) Set saw full depth. 
                                                                             (c) Retract blade guard.


4. Set saw blade depth                                    (a) One tooth projects below                                                                                       stock.

 Cross-Cut Sawing Operation

5. Rest front saw shoe on board.

6. Line up blade of saw                                 (a) Make cut on waste side of line
on the first line.                                               (b) Blade should not touch board.

7. Lower eye protection goggles
8. Attach power cord. 
9. Start saw and cutting operation.             (a) Start feeding when motor                                                                                  reaches full speed. 
10. Feed steadily without overloading        (a) Keep blade cutting. motor.

11. Check squareness of cut with                (a) Permissible tolerance, .020" combination square.                                         check with feeler gauge.

12. Have instructor approve each of the     (a) Use evaluation sheet. 
three cuts as performed.

Evaluation

Factor

Desirable Features

Point/wt Factor

Student Rating

Instructor Rating

Squareness (width)

Straight cut, .010”

30

 

 

Squareness (length)

Straight cut, .010”

30

 

 

Consistently even

No gouges or restarts, curved or jagged edges

20

 

 

Procedure

Set saw for proper depth angle-use safe operating procedures.

10

 

 

Use of time

Worked efficiently with few false motions

10

 

 

TOTAL

 

100

 

 

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Unit:  Construction & Fabrication with Metal
Oxy-acetelyne welding

Job No. 3    Running a Bead without a filler rod

JOB OPERATION SHEET

Tools                                                                Materials
Welding outfit                                                    14-16 gage sheet metal
gloves, goggles, pliers                                     random size
                                                                            Reference:
                                                                             Basic Oxyacetylene Welding
                                                                                    p. 39-42

Steps                                                                    Key Points

Preparation

1.  Prepare equipment for operation. (a) Select tip size and working pressures from equipment chart.
(b) Clean tip using proper size tip cleaner.
2.  Prepare materials for use. (a) Wire brush rust or scale from stock.
3.  Light and adjust torch (a) Use neutral flame.

Practice
4. Use forehand technique and motion as pictures in following figure.

(a) Hold torch as you would a pencil
(b) Obtain comfortable position
(c) Support torch hand with other hand or rest on thigh of leg
(d) If right handed move from right to left--the reverse if left handed
(e) Inner cone of flame should be kept 1/16 -1/8" away from molten puddle.
(f) As puddle forms, move tip forward by oscillating the torch in a series of overlapping ovals.
5.  Secure uniform penetration and width of bead. (a) Move forward at a speed to control width of bead and sagging of molten puddle.
(b) Oxide scale on underside of bead should be width of bead.
(c) Check flame condition constantly and readjust when necessary.
(d) Clean tip when shape of inner cone becomes distorted.
6.  Lay practice melt beads until control of puddle is achieved.

Evaluation
7.  Use laboratory record/score card "Bead w/o filler rod"
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Questions or problems regarding this web site should be directed to billye@ag.arizona.edu. Copyright © 2000 Department of Agricultural Education. All rights reserved.
Tuesday, 23 August 2005

College of Agriculture and Life Sciences at the University of Arizona