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Demonstration as a Teaching Strategy
Presented by: Lisa Hall Candice Roberts
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Demonstration The basic, and most often used, method of instruction for teaching skill-type subjects is the demonstration method. It covers all of the steps your students need to learn a skill in an effective learning sequence. This method always includes a demonstration step and a performance step and allows you to use other steps as needed. Demonstrations become more effective when verbalization accompanies them. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be.
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Jean Piaget The concept of cognitive structure is central to his theory. Cognitive structures are patterns of physical or mental action that underlie specific acts of intelligence and correspond to stages of child development. There are four primary cognitive structures (i.e., development stages) according to Piaget: 1) sensorimotor- exploration through the senses an instrumental piece of demonstration 2)pre-operations- develop communication skills 3)concrete operations-ability to reason 4)formal operations-abstract thinking
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Piaget explored the implications of his theory to all aspects of cognition, intelligence and moral development. Piaget’s theory demonstrates that learning is multisensory Demonstration is a learning style that is multisensory
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Applying Demonstration to a Teaching Situation
Generational diversity- nurse educators are charged with teaching a population whose learning styles differ.. Skills taught by demonstration help to level the teaching field Nurse competencies Clinical skills of staff and Nursing students Outcomes management Patient education
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Appropriate Settings for Demonstration Teaching
Small number of people in classroom… will need space and time for return demonstration One on one Patient room, or lounge where patient feels comfortable without feeling intimidated Outpatient classroom, keeping respect to small numbers
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Advantages -Demonstrations....
Utilize several senses; students can see, hear, and possibly experience an actual event Stimulate interest Present ideas and concepts more clearly Provide direct experiences Reinforce learning Reinforce previous learned information Intrigues the learner
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Disadvantages -Demonstrations...
May fail Timely preparation May limit participation May limit audience/client input Require pre-preparation Step by step phases may happen to fast or may not be able to repeat
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Ways to Adapt the Strategy if Necessary
Be prepared- prepare for the unexpected Be aware of your students learner styles Break for questions throughout Practice the demonstration prior to allow for accommodations Multiple demonstration stations if possible
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Evaluating the Effectiveness of Demonstration
Return demonstration- carried out by the learner Should be done as close as possible to when the demonstration was given Teacher should remain silent, they can coax or give cues as needed
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Conclusion Learning styles are unique to all people. Because there are deep learners and surface learners, demonstration as a teaching method is useful as it will engage both types of learners. The more senses involved in a learning situation, the better knowledge will be assimilated. Therefore when evaluating the learner through return demonstration, the learner will demonstrate a more confident and stronger ability to perform.
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References Fitzgerald,K.(2008) Instructional Methods and Settings. In S.Bastable, Nurse as Educator Principles of Teaching and Learning for Nurse Practice. (pp ).Sudbury, MA: Jones &Bartlett Miller,H., Nichols,E., Beeken, J.E. (2000). Comparing Videotaped and Faculty-Present Return Demonstrations of Clinical Skills. Journal of Nursing Education 39 no Notarianni,M.A., Curry-Lourenco,K., Barhan,P., Palmer,K.,( 2009). Engaging Learners Across Generations: The Progressive Professional Development Model. Journal of Continuing Education in Nursing. Vol 40 (6) Purdue University Cooperative Extension. (2001). Giving A Demonstration. Retrieved April 9,2010, from pdf/givedemo.PDF Psychology.org.(n.d.) Genetic Epistemology (J.Piaget). Retrieved April 9,2010 from,
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Reference cont Roberts,S.T., Vignato,J.A., Moore,J.L., Madden,C.A.,(2009). Promoting Skill Building and Confidence in Freshman Nursing Students with a “Skill-a-Thon”. Journal of Nursing Education. Vol48(8) Ross, A.M., Pate, M.F.D., Cartwright,J., Luce,L., (2009). Evidence-Based Practice to Outcomes Management: Spiraled Learning Activities,Part VI. Journal Nursing Education. Vol 48(11)
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